運用認知師徒制於師資生藝術活動設計

Application Cognitive Apprenticeship to Art Activity Design for Pre-service Teachers

孫麗卿(Li-Ching Sun)

《兒童照顧與教育》 5期 (2015/09) Pp. 25-35

摘要

本研究運用認知師徒制於藝術活動課程設計中，其目的是為了瞭解這樣的師徒制課程設計對師資生在藝術領域活動設計與教學上的影響。參與對象為二年級修習研究者開設之必修課的四十位師資生，還有八位國小附設幼兒園教師。採用的認知師徒制的策略包括示範、教導、鷹架、執行、闡述、反省等，其過程中蒐集師資生之觀察紀錄、教案設計、試教錄影、學習省思以及師傅教師對師資生教案設計和試教的建議等資料。結果發現透過現場教師的引導與指導，師資生不論在教案撰寫技巧、教學準備還是藝術活動教學技巧上都有具體的成長事蹟。建議未來的研究可運用認知師徒制於一系列的課程裡，觀察與追蹤每學期師資生在專業能力上的改變與成長。

關鍵字

認知師徒制 ； 師資培育 ； 教學活動設計 ； 藝術活動

並列摘要

The study applied cognitive apprentice theory to ＂Art and Craft Instructional Methods＂ curriculum design. The purpose of the study was to understand whether the cognitive apprenticeship strategies influence the abilities and skills of art activity design among preservice teachers. The participants were 40 sophomores and 8 kindergarten teachers. The strategies of cognitive apprenticeship include modeling, coaching, scaffolding, execution, articulation, and reflection. The study analyzed the data from preservice teachers' observation, activity design, teaching demonstration tapes and reflection. The data also collected from expert teachers' evaluation and feedback. The results showed that expert teachers' guidance and conduction benefit preservice teachers' activity design, preparation and teaching skills development. Future research could apply cognitive apprenticeship on a series of subjects to trace the development of preservice teachers on professional knowledge and skills.

並列關鍵字

Cognitive apprenticeship ； Teacher education ； Activity design ； Art activity