- 學位論文
焦點討論法應用於師資生反思學習之研究
The Study of ORID Applied to Reflective Learning of Student Teachers
摘要
本研究基於瞭解焦點討論法應用於師資生反思學習之成效，以一所大學修「綜合活動學習領域概論」課程之輔導科師資生為研究對象，分析師資生學習ORID後對於提升個人反思能力的成效，同時探討師資生學習ORID的歷程對其反思學習與反思教學的影響，並理解師資生應用ORID融入課程教學時所遭遇的困難及因應策略，最後探討ORID應用於師資培育課程的可能性。為了達到研究目的，採準實驗研究法，進行問卷調查與訪談，蒐集相關資料進行處理與分析。本研究所獲致的主要結果如下： 一、不同屬性師資生參與課程後皆無顯著差異，研究結果顯示反思學習能力不會因為性別、年齡、修教程時間、學習階段以及科系而有所不同。師資生的反思學習能力在「反思認知」、「反思技能」、「反思情意」、「反思教學力」、「反思力的培養」以及「整體反思學習能力」在前後測比較後發現皆有顯著差異。 二、ORID可以對師資生產生影響，促使師資生進行自我對話、小組討論、分享回饋、課程反思寫作，建構教學知識，並產生行動力。 三、運用ORID在反思學習上，可以聚焦討論豐富師資生的想法，也可以引發師資生自我覺察，逐步探討出核心概念、核心價值，促使認識自己、改變自我。 四、師資生應用ORID遇到一些的困難，包括疑惑提問順序是否固定、如何設計能讓人理解的提問及適當的I層面的提問。 五、未來師資培育課程可以應用ORID作為師資生反思學習的學習策略，或是反思教學時的引導反思技巧，帶領師資生認識反思、學習反思、應用反思。
並列摘要
The aim of this research is to perceive the effects upon the Focused Conversation Method applied in the reflective learning of student teachers. The student teachers in counseling activity who take a course in “Introduction to Integrative Activities Learning Areas” from a university are the participants. Analyze the improvement of the personal reflective ability after student teachers learn ORID; furthermore, examine the results upon reflective learning and reflective instruction during the processes of learning ORID. Meanwhile, realize the difficulty and preventive measures of student teachers in the integration of ORID into curriculum and instruction. Lastly, investigate the possibility of applying ORID to teacher education. For research purposes, this research adopts quasi-experimental research method. Proceed questionnaires and interviews to collect related data for analysis. The finding of the study are summarized as follows: 1. No significant difference between different attributes of student teachers after taking the course. Reflective learning ability does not depend on gender, age, the length of taking teacher education, learning stages and departments.The reflective learning ability of student teaches on “reflective cognition”,” reflective skill”, “reflective affection”, “reflective instruction”, ” reflective ability cultivation” and “the whole entity of reflective learning ability” show a significant difference between pretest and posttest. 2. ORID affects student teachers and urge them to proceed self-talk, group discussion, sharing feedback and course reflective writing. ORID helps construct teaching knowledge and exert mobility. 3. Apply ORID to reflective learning could focus and enrich student teachers’ thoughts. Also, stimulate student teachers to get self-awareness and investigate core concepts and core value gradually that promotes knowing and changing oneself. 4. The difficulties in applying ORID include the order of questions are fixed or not, how to design comprehensible questions and appropriate I-aspect questions. 5. In the future teacher education, ORID could be adopted as a reflective learning strategy or a skill in reflective teaching to lead student teachers to know introspection, learn introspection and apply introspection.