後設認知取向教學活動對教育學程學生教學專業化之研究

本研究係以行動研究法，探討後設認知取向教學活動對教育學程學生教學專業化提昇效果。為達此目的，本研究以修習「教學實習」科目學生計21名為研究對象，採用教學能力自評表、口試評分表、同儕評量、校外參觀心得表、見習日誌及學習歷程檔案外，並輔以現場觀察錄影教育學程學生的教學情形，瞭解以後設認知取向教學活動對教育學程學生教學專業化的認知效果。本研究分別以不協調、綜合、實驗及統整等四個階段，探討研究樣本建構學科知識、教學知識、學生知識及教育理念的認知內涵，並提出下列建議以作為參考，分別是1.加強教育學程學生的教學知識表達能力；2.強化教育學程學生學科知識表徵技巧；3.培養教育學程學生省思教育理念；4.加強學生知識導向的課程設計；5.提昇「教學實習」科目的校外參觀及實地見習教學設計等五項。

關鍵字

後設認知；師資培育；社會化；教學能力

並列摘要

The action research is employed in this study to discuss the effect of metacognition-oriented teaching activities on enhancing teaching professionalization of students studying teacher education program. To achieve this goal, the subjects are 21 students studying teaching practicum and the researcher uses teaching ability self evaluation list, oral test scale, peer assessment, field trip reflection, practicum diary and learning portfolio in this study. In addition, classroom observation and videos of teaching activities are used to understand the cognitive effect of metacognition-oriented teaching activities on teaching professionalization of students studying teacher education program. According to discordant, synthetic, experimental and integrated stages, the study explores subjects' cognitive contents of subject knowledge, teaching knowledge, students knowledge and educational concept. At last, some suggestions are recommended for reference: 1.to enhance teaching preparation abilities of students studying teacher education program; 2.to improve students' professional abilities and expressive skills; 3. to cultivate students' reflection, observation and learning abilities; 4. to increase practicum-oriented course design in those schools offering teacher education programs.; 5.to increase field teaching activity design in practicum teaching and function.