多元教學策略於師資培育「職業教育與訓練」課程之教學實踐研究

Pedagogical Praxis of Applying Multidimensional Teaching Method in the Vocational Education and Training of Teacher Education Course

鄭曜忠(Cheng, Yao-Chung)

《台灣教育研究期刊》 2卷6期 (2021/11) Pp. 97-129

摘要

因應「技術及職業教育法」規定「高級中等以下學校師資職前教育課程應將職業教育與訓練、生涯規劃相關科目列為必修學分」，規劃適切的「職業教育與訓練」課程內涵並運用良好的教學策略以提升師資生對此課程學習的興趣與學習成效，是師資培育工作者的重要使命之一。本研究採取行動研究法，經由教學內涵的分析設計、規劃多元教學策略與評量方式、教學歷程的反思與調整、研究歷程資料蒐集與分析的歷程。課程教學實踐結果顯示，本課程能達成課程目標並促進師資生對技職教育的認識，師資生大多同意多元教學方式能提升學習興趣與有效達成教學目標並對課程學習成果表示滿意，部分師資生對技職教育的認知有所改變。研究者分析師資生對本課程多元教學方式的看法並歸納結語與反思，提供未來有意願採取多元教學策略之教學者教學參酌。

關鍵字

多元教學策略 ； 師資培育 ； 教學實踐研究 ； 職業教育與訓練

並列摘要

Under the Technical and Vocational Education Act, which stipulates ＂pre-service teacher education programs to qualify people to teach in elementary, junior high, and senior secondary schools shall include subjects related to vocational education and training and to career planning as compulsory credit courses,＂ it has become one of the pivotal missions for teacher educators to not only design and develop a well-fitting curriculum relating to the vocational education and training, but adopt effective and fun teaching approaches to further engage pre-service teachers and to enhance their learning performances. Action research was commissioned in this study through design and analysis of teaching content, multidimensional teaching methods and assessment methods planning, reflection and adjustment of teaching processes, as well as collection and analysis of literature and data. The result showed that the developed curriculum could meet the curriculum objectives, while pre-service teachers had a better understanding of vocational education upon completion of the training. A majority of the participants agreed that the multidimensional teaching methods could improve their learning interests and meet the teaching objective effectively. They were also satisfied with their learning outcome. On the other hand, a number of them had different perspectives on vocational education after the training. Their feedback on the curriculum which adapted multidimensional teaching methods were analyzed and summarized. Suggestions and reflection were provided for any educators with an intention to apply multidimensional teaching methods in the future.

並列關鍵字

multidimensional teaching methods ； teacher education ； pedagogical praxis ； vocational education and training