- 期刊
教學輔導教師對大學生進行遠距輔導的影響之行動研究
Action Research on The Impact of Mentor Teacher on University Students' Distance Tutoring
摘要
本研究以行動研究方式，探討教學輔導教師對大學生進行遠距輔導的影響，並對教育部數位學伴計畫提出建議，以進一步提升計畫成效。本研究於2023年3月至2023年6月間進行，服務對象為偏鄉國小二年級學生一名、三年級學生二名，共計3位學生，由三位教育學院學士班一年級大學生進行一對一遠距同步線上學業輔導。本研究計畫每週進行一次，共8次同步遠距輔導教學，教學時間為1小時。每次教學後會立即進行約30分鐘的課後討論。研究者兼任大學端帶班老師及教學輔導教師，在計畫開始前為大學生提供全學期共24課（國小二年級12課、國小三年級12課）基本預習教案；在「行動」、「觀察」和「反省」階段將積極介入，提供即時的教學現況客觀反饋，幫助大學生客觀評估其教學現況、識別和解決教學中的問題，促使大學生在教學行動後進行深入的自我反思，提升教學質素。本研究採用質性分析，主要以深度訪談數據，輔以觀察紀錄、教學日誌和課後討論數據作交差比對，探討教學輔導教師對大學生進行遠距輔導的影響。研究發現：（1）教學輔導教師透過教學現況分析、教學觀念糾正和教學建議協助大學生解決教學問題。（2）教學輔導教師藉著個案分析、小組討論的方式促進大學生的反思，從而提升教學能力。（3）大學生普遍對教學輔導教師給予正面評價，認為教學輔導教師能有助促進大學生的專業發展。本研究的結果強調教學輔導教師的介入對大學生的教學產生了顯著的正面影響，這不僅提升了教學質量，也加強了大學生的自我反思和專業成長。因此，建議教育部數位學伴計畫應增加教學輔導教師職位、增加教學輔導教師的介入次數、擴展教學輔導教師的培訓內容及制定明確的教學輔導指標。
並列摘要
This action research investigates the impact of mentor teacher on university students' distance tutoring within the Ministry of Education's Digital Companion for Learning, aiming to enhance the program's effectiveness. Conducted from March to June 2023, the study involved one-to-one synchronous online academic tutoring for three students: one second-grader and two third-graders from rural primary schools, provided by three first-year bachelor students from the College of Education. The program included eight weekly sessions of one-hour online tutoring, followed immediately by 30-minute post-session discussions. The researcher, also acting as the university-level class teacher, provided 24 basic preparatory lesson plans (12 for second grade and 12 for third grade). The researcher actively intervened during the 'action', 'observation', and 'reflection' phases, offering real-time feedback to help the university students assess their teaching, identify and solve teaching issues, and deepen their reflective practice after each teaching action, thereby enhancing the quality of instruction. This study utilized qualitative analysis, primarily analyzing data from in-depth interviews, supplemented with observation records, teaching logs, and post-session discussions to explore the impact of mentor teacher on university students' distance tutoring. Findings reveal that: (1) Mentor teacher assisted university students in resolving teaching issues through analysis of current teaching practices, correction of instructional misconceptions, and practical teaching suggestions. (2) Mentor teacher enhance the teaching capabilities of university students by facilitating reflection through case analysis and group discussions. (3) University students generally provided positive feedback about mentor teacher, recognizing their role in fostering professional development. The results underscore the significant positive impact of mentor teacher on university students' distance teaching, which not only improved teaching quality but also strengthened their self-reflection and professional growth. Consequently, it is recommended that the Ministry of Education's Digital Companion for Learning consider increasing the number of instructional coaching positions, the frequency of coaching interventions, the scope of coach training, and establish clear coaching indicators.