體驗與反思學習在國小「國音及說話」師資培育課程的實踐成效

Effectiveness of Experiential and Reflective Learning on Teacher Training Courses for Teaching Elementary Chinese Phonology and Speech

張金蘭(Ching-Lan Chang)

《教學實踐與創新》 2卷1期 (2019/03) Pp. 17-48

https://doi.org/10.3966/261654492019030201002

摘要

「國音及說話」為所有國小師資生必修的教學基本學科課程之一，課程內容包含國音學理論與口語表達實務。研究者發現教學現場重理論、輕實務的現況，以及此課程的相關研究與教學實踐較少。為使此課程之理論與實務相結合，研究者將「體驗學習」融入課程，探討「國音及說話」改採「體驗與反思」為主的課程設計與實施，並了解師資生參與此課程對專業知能之影響。本研究採行動研究法，以北區某大學修習「國音及說話」課程之國小師資生43名為研究對象，並分析其學習歷程資料，包括作業、回饋單、心得報告，以及問卷等資料。研究結果發現：一、建立以「體驗與反思」為主的「國音及說話」課程教學模式，包括影片教學、課堂討論、體驗學習、課後作業，能促進專業知能的形成、運用、反思；二、質性資料與量化資料均顯示，師資生修習「國音及說話」課程後，在專業知能逐漸成長。因此，透過本教學模式之實踐有助建立「國音及說話」課程的創新教學模式，並提高師資培育實務性課程中教與學的效果。

關鍵字

行動研究 ； 師培課程 ； 國音及說話 ； 課程設計 ； 體驗學習

並列摘要

＂Chinese phonology and speech＂ is a compulsory course of basic teaching disciplines for all preservice elementary teachers. The course content includes theory of Chinese phonology and speaking practice. The researchers found that teachers at the teaching site tend to value more on theory than practice and few studies have focused on exploring the course and relevant teaching practice. To facilitate integration of theory and practice of Chinese phonology and speech, this study blended experiential learning into the training course by adopting a course design that incorporated experience and reflection in the implementation of Chinese phonology and speech training course while exploring the participating preservice teachers' development of professional competencies. This study adopted an action research design and recruited 43 preservice elementary teachers who attended the Chinese phonology and speech course in a university in northern Taiwan. The participants' learning profiles, including assignments, feedback sheets, work reports, and questionnaire responses, were analyzed. The results revealed the following: (a) Establishing a Chinese phonology and speech teaching model based on experience and reflection, including watching films, in-class discussion, experiential learning, and assignments helps the participants foster, use, and reflect on their professional competencies. (b) Both qualitative and quantitative data showed that the preservice teachers developed increasing professional competencies after completing the training course for teaching Chinese phonology and speech. Therefore, the proposed teaching model can be employed to promote the creation of innovative teaching models for Chinese phonology and speech, thereby improving the teaching and learning effectiveness of practice courses for teacher training.

並列關鍵字

action research ； teacher education ； Chinese phonology and speech ； curriculum design ； experiential learning