教育研究人員對當代課程與教學之哲學、理論、與實務的知覺研究

本研究期望藉由下列三門課程：「課程理論研究」、「教學理論研究」、及「大腦學習與教學」，深入剖析研究生（即教育研究人員）對於當代課程與教學之哲學、理論、與實務上的知覺。本研究採用質化研究取向之研究設計進行資料的蒐集與處理，包含課堂中與線上之討論活動內容、學習心得與回饋、學生之自我評量、及其他相關學習檔案資料；且採用模本式與邏輯分析式的混合策略，以進行統整性之歸納與分析。研究之對象為皆有修習兩學期三門課程之17名研究生，皆為現職之國中小教師。研究結果發現：她們的教育目的相同，且其哲學知覺傾向認同實用主義，並以教育即生活為共同之核心價值。但是其課程與教學理論卻不受其所擁有哲學理念影響，理論的選擇乃來自個人目前現有之教學方式，並且採用從實際教學經驗中學習之單一模式。又她們多能以因材施教為共同之理念與目標，但在缺乏哲學理念和其理論與實務選擇相對應的情形下，將難以確保其在選擇上之正確性與適切性，同時也將無法保證其在實施上的有效性。此外，非面對面的線上討論區設計為一般課室教學注入學習之活水，研究生們能逐漸擺脫原有身為教師的束縛，不分彼此的提出自己的想法。最後，研究者提出對增加研究生反思機會與訓練、及持續修正研究設計與教學模式等兩項提出反思與具體建議。

關鍵字

課程與教學；哲學知覺；理論知覺；實務知覺；教育研究人員

並列摘要

This study aimed to explore educational researchers' philosophical, theoretical, and practical perceptions of contemporary curriculum and instruction through the learning processes of three graduate courses, ”Research in Curriculum Theory”, ”Research in Instructional Theory”, and ”Brain-based Learning and Instruction”, offered in two consecutive semesters in Institute of Teaching Art, MingDao University. A qualitative research design was employed in this study. Participants were 17 educational researches, i.e. teachers of elementary and secondary schools who currently studied their master degree, enrolled in those three courses. Data, collected from class observations, online discussions, students' learning feedback and self-evaluation, and other learning portfolios, was analyzed qualitatively associated with the template analytic techniques and editing analyses. The findings showed that they shared the same educational goal and philosophical value and tended to identify themselves with the Pragmatism. However, their perceptions of curriculum and instruction theories were not corresponded to their philosophical perceptions. Actually, their theoretical perceptions came from their ”as of now” personal teaching model, which was a signal model that focused on learning from practical teaching experiences. Moreover, they also shared a common practical perception that was ”teaching students in accordance with their aptitude”. But under the circumstance of no connection between ”philosophical” and ”theoretical and practical” perceptions, there would be no guarantee of the accuracy, appropriateness, and effectiveness while implementing the choice of their practical teaching strategies. Further, the instructional design of ”non-face-to-face” online discussions successfully helped these teachers to share their ideas freely, where more learning opportunities were created boundlessly. Finally, reflections and recommendations were proposed for further improvements of the course design.

並列關鍵字

Curriculum and Instruction ； Philosophical Perception ； Theoretical perception ； Practical Perception ； Educational Researcher

國際替代計量

教育研究人員對當代課程與教學之哲學、理論、與實務的知覺研究

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