教師教學與課程發展的聯結：從自我反省、協同反省、到協同行動研究

The Approaches Combining Teaching with Curriculum Development: Self-reflection, Collaborative Reflection, and Collaborative Action Research

潘世尊(Thie-Tzuen Pan)

《課程與教學》 3卷3期 (2000/07) Pp. 103-120+167

https://doi.org/10.6384/CIQ.200007.0103

摘要

本文提出教師要瞭解支配自己教學實踐的理論、進而重組自己的教學理論、形成新的教學實踐策略，達到理論與實踐相結合，並促進學生成長的教學目的，必須靠自我反省、協同反省、及協同行動研究等三個途徑來造成。據此，建立教師自成反省教學實踐的模式、發展教師協同反省教學實踐的模式、及提出教師協同進行行動研究的策略即為本文三個主要目的。在方法主，主要是以如下兩個主軸進行：1、以Chris Argyris、Donald A. Schön、及批判理論的相關論述為基礎，做為建立上述途徑的理論和方法論依據。其中，在協同反省模式發展的部份，亦涉及後現代主義部份論述的探討。2、就自我反省和協同反省、協同反省和協同行動研究間的關係做聯結，以彰顯這三個途徑的內涵、特點、及限制。就前一個關係而言，教師自我的反省可能受到政治、社會、歷史脈絡的限制，協同反省是突破此限制的可行途徑；就後者而言，協同反省所得較合理及符合社會正義的共識，如泉沒有具體落實，仍無法協助學生成長，而協同行動研究可解決此一問題。當教師能透過上述的途徑，不斷的重組自己的教學信念、價值觀、及教學內容時，代表著：1、教學和課程發展循環發生著；2、教學和課程能夠相結合。從此點來看，教師的教學與課程發展即取得聯結。

關鍵字

反省 ； 行動研究 ； 課程與教學

並列摘要

The purposes of this article include: 1) and establishing a self-reflection model; 2) establishing a collaborative reflection model; and 3) proposing strategies for collaborative action research. Thuough these three approaches, teachers can realize the theories to dominate their practice of teaching, reconstruct their theories of teaching, develop new strategies of teaching, and improve their students' learning. The major and basic theories for establishing the above three approaches were the perspectives of Chris Argyris and Donald A. Schon, and critical theory. In addition, some viewpoints of postmodernism are discussed when developing the model of collaborative reflection. During the process of developing the three approaches, the relationships between self-reflection and collaborative reflection, collaborative reflection and collaborative action research were established to show the characteristics and limits of the three approaches. In the first relationship, self-reflection is limited by political, social, and economical contexts, but collaborative reflection can overcome the limitation. In the second, the consensus of rationality and social justice made by collaborative reflection will not promote students' growth if it is not implemented in the real instructional situation, however collaborative action research can resolve the problem. If teachers can reconstruct their theories of teaching and regulate their instructional strategies continuously by the three approaches proposed above, they will combine their own teaching with curricular development and improve their students' learning.

並列關鍵字

reflection ； action research ； teaching ； curriculum

參考文獻

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Kemmis, K.(1998).Action Research in Practice: Partnerships for Social Justice in Education.London:Routledge.

Kemmis, S.(1985).Educational research, methodology and measurement: An international handbook.Oxford, England:Pergamon Press.