促進反思教學發展與實施之行動研究

The Development and Implementation of Reflective Teaching Using Action Research

簡梅瑩(Mei-Ying Chien)

《中等教育》 59卷1期 (2008/03) Pp. 22-35

https://doi.org/10.6249/SE.2008.59.1.02

摘要

此文分別以文獻分析及筆者個人之教學研究經驗，介紹探討行動研究於促進教師反思教學的發展與實施。行動研究可以幫助教師以系統性螺旋交織的方式，進行教學前、中、後的持續性反思。行動研究不僅能促進教師持續性的教學反思，也能同時提供教師永續性的專業發展。
就文獻分析部分，筆者先介紹三種行動研究類型，並提供教師或實務工作者分析自我反思能力表現與發展的指標，再根據行動研究的實施歷程及研究形式，探討反思教學之發展與限制。
筆者並以個人教學研究經驗之回顧，介紹行動研究於促進個人教學之反思。第一階段行動研究促使教師能持續檢視自我教學、並關注學生的學習需求與狀態；第二階段行動研究促使教師能以多元觀點的脈絡化分析，思考教學的問題所在，並持續探討問題解決之方法。

關鍵字

行動研究 ； 反思教學 ； 教師專業

並列摘要

Based on an analysis of the literature and the author's own research experience, this paper proposes the use of action research in implementing reflective teaching. First the researcher introduces three types of action research-which employs systematic inquiry into the teaching process and thereby helps teachers to reflect on their own teaching so as to develop their profession. Then she provides guidelines for analyzing teachers' capacity for self-reflection, in terms of both development and performance. Next, the four implementation stages of action research are introduced, and finally the limitations of teachers' capacity for self-reflection in an action research project are discussed.
The author also uses her own research experience as an example to show how action research is conducted in such a way as to promote teachers' capacity for reflection. The first phase of action research helps the teacher to continue reflecting on her own teaching and the degree of her concern for students' learning needs and performance. The second phase helps the teacher to examine and then solve the problems she faces by employing a contextual analysis of social, political and cultural viewpoints.

並列關鍵字

action research ； reflective teaching ； teachers' profession

參考文獻

吳宗立(2002)。教師行動研究的實踐。國教天地。149，46-54。

陳美玉(1997)。教師專業—教學理念與實踐。高雄市:麗文。

陳美玉(1998)。教師專業發展上應用之探討。中等教育。49(5)，60-71。

蔡清田(2000)。教育行動研究。臺北市:五南。

Berliner, D. C.(1986).In pursuit of the expert pedagogy.Educational Researcher.15,5-13.