台灣教學行動研究運動－走入鴻流，走出泥淖，邁向新視野

教學行動研究的核心觀點，指出學校教師能從經驗和反省中，表達教學決定過程中所建構的想法，縮短教學理論及實踐間的差距。過去十多年來，基於對教學的批評與省思，加之改革政策的推動和教師專業地位的認定，教師行動研究數量不斷增加。研究者感於教師參與的教學行動研究，多以個案方式進行，缺少一個較整體的討論，因此透過整合研究，提供一個更全面的視野來了解其特性。研究發現行動研究在研究背景上、研究目的、研究場域的決定、研究歷程的規劃、和研究者角色定位上有不少共通性。然而研究也指出當行動研究者逐波之際，很可能會出現一些窘境。最後本研究主張行動研究之可貴在於其能從研究經驗的分享中，更知其然地進行反省，為下一波行動研究注入教學實踐改進的動力；為教師行動研究建立更紮實的專業地位。

關鍵字

行動研究；實踐反省；整合研究

並列摘要

The main concern of action research on teaching is that teachers could express their thoughts about how to reduce the gap between teaching theories and practice. Based on the reflection of traditional teaching ways and the need of professional identities, teacher action research has been one of the important approaches to improving teaching during the past decade. This study aims to gain whole comprehension about action research implemented in Taiwan by integrative study. This study finds that there are some similar features in action research on teaching done by school teachers' such as research background, purposes, field selection, procedure, and the role of teachers as researchers. However, each feature might have its contractive side when we reflect deeply. Finally, it proposes several suggestions based on the discussion of the contractive view. In sum, the rationale assumption that inform this study-teaching improvement has to take account of deeply active reflection-allow much discussion among practice, and establishing the professional status of teacher action research.