- 期刊
運用故事教學活化教育哲學知識之行動研究
An action research on activating knowledge of philosophy of education with storytelling instruction
摘要
本文為研究者在教授教育哲學多年的經驗中觀察到該學科教學的現況與困境，以及瞭解到自身在教育哲學教學上面臨到的問題，因此邀請愛咪教師共同進行行動研究。兩人在108學年度第2學期同步於民生大學、雙十大學共同授課，利用課餘時間共同備課觀課和議課，運用一般實施於幼兒園和中小學教學現場的故事教學的方式，協助兩校師資生提升其修習教育哲學之學習動機與學習成效。結論包含：一、加強「世界史」知識能有效提升師資生在教育哲學的學習成效；二、透過故事教學法能有效將師資生歷史科先備知識與教育哲學新知識進行連結；三、兩位行動研究教師透過彼此共同備課、觀課和議課提升教學專業知能；四、教育哲學課程仍可兼顧到專業知能的學習以及考試的準備。此外，研究者同時省思未來教育哲學教學的精進上，可邀集更多同樣教授教育哲學的教師共同組成「教師專業學習社群」。除了平時可以透過更多對話交流藉此提升教育哲學領域的專業知能外，同時也可增強此學科的專業教學。透過開展更多教育哲學教學上的行動研究，幫助教授此學科的教師於教學上更為專業之外，同時也能吸引更多的師資生瞭解此學科，也願意來修習教育學程中的教育哲學課程。
並列摘要
This paper aims to analyze how to resolve the authors' struggles in teaching and how to improve the authors' teaching skills in philosophy of education based on eight-years of teaching experience. From an action research approach, data was gathered from the author teaching at instruction A and a co-researcher teaching at instruction B, during the period of February to July of 2019. 40 student teachers took the program of philosophy of education in instruction A and 20 student teachers in instruction B. The author and the co-researcher planned for lessons, conducted classroom observations, and post-observation debriefing together. The storytelling instruction was implemented for the student teachers to empower their learning motivations and to increase their learning efficiency. Findings from this study include: 1. More enhancement of student teachers' world history knowledge could increase their learning efficiency on philosophy of education; 2. Previous experiences on history and new knowledge of philosophy of education could be connected efficiently with storytelling instruction; 3. Two researchers improved their professional knowledge and skills by lesson co-planning, classroom observation, and post-observation debriefing; 4. The learning of professional knowledge of philosophy of education and the preparation for the teacher qualification exam could be balanced successfully. Upon completing this action research, the author reflected on the possibility of inviting more educational philosophers to enlarge this teachers' professional learning community in the future. Increasing professional dialogues and interactions could increase community members' professional knowledge and skills, and more student teachers also could be attracted to learn about philosophy of education.