教學工藝師初探：師資生創造性轉化個案研究

A Preliminary Exploration of Teaching Craftsmen: A Case Study on the Creative Transformation

陳蕙芬(Hui-Fen, Chen) ； 林偉文(Wei-Wen, Lin)

《創造學刊》 12卷2期 (2021/12) Pp. 1-31

摘要

對於「跨域、創新與實作」如何在高等教育階段落實，是近來熱門且待探究的議題。研究者透過某師資培育大學大三師資生畢業專題一年課程，實施跨域創新實作理念，透過設計工藝教案與小學現場教學，探索「教學工藝師」的內涵，剖析師資生從學習到教學歷程間的創造性轉化。本研究採質性個案研究法，教學過程中同步搜集相關資料。研究結果發現六類創造性轉化：在師資生學習工藝到設計教案過程，展現出創生型、精創性與淬鍊型轉化；從教案與實際教學間，有試誤型、反思型與破框型轉化。本研究進一步分析六種轉化的面向與要素，歸結出師資生將學習的專業知能，創造性轉化為幫助學生學習的教學實踐，再透過教學實踐的創造性轉化，回饋給師資生精鍊其知識、情意與經驗系統，形成一個有機的師資培育專業發展系統。最後討論本研究結果對相關理論及師資培育實務的啟示。

關鍵字

創造性轉化 ； 跨領域學習 ； 教學工藝師 ； 創客教育 ； 師資培育

並列摘要

Implementing ＂cross-domain, innovation and practice-oriented＂ principles in higher education is a hot topic that needs to be explored recently. Through a seminar course in a teacher training university, the author implemented cross-domain learning, design teaching plans (innovation), and primary school field practice (practice-oriented). The study aims to explore the connotation of ＂teaching craftsmen,＂ from learning to teaching, what are the transformations in the process of teaching, and how to respond to the problem that the implementation of Maker Education on the spot is often reduced to ＂superficial learning or standard material package.＂ This study adopted a qualitative case study method, taking the one-year course as a research case and collecting data during the teaching process. The results of the study found six types of creative transformations of teachers and students: from the process of learning the craftsmanship of students to designing teaching plans, showing the transformation of generative, innovative, and refined creativity transformation; creating three kinds of transformations from the gap between teaching plans and teaching practice, including trial-and-error, reflective, and frame-breaking transformations. This research further analyzes the respective aspects and elements of the six transformations. It summarizes the topic-oriented learning of training teaching craftsman, stimulating teachers' and students' creative transformation, and transforming the professional knowledge learned into teaching practices that help students learn. Teaching practice's creative transformation gives back to teachers and students to refine their knowledge, affection, and experience system, forming an organic teacher training professional development system. Finally, we discuss the implications of the research results for related theories and teacher training practices.

並列關鍵字

creative transformation ； cross domain learning ； teaching craftsmen ； maker education ； teacher training