協同行動研究與教學推理模式對聽障組實習教師教學知能發展之研究

黃玉枝

指導教授 ： 林寶貴

國立臺灣師範大學/教育學院/特殊教育學系/博士(2000年)

摘要

本研究的主要目的，在於結合協同行動研究的活動型態和Shulman（1987）的教學推理與行動模式，作為教學實習課程的架構，以探討聽障組實習教師在此架構中教學知能的發展。本研究採取質性研究法，共有二十五位師院特教系的大三學生選修本教學實習課程，實習教師分成四組，研究者就四組實習教師中的一組進行深入探究，以了解在整學期的教學實習中，該組實習教師在兩所聽障資源班情境脈絡相當不同的小學中，他們在聽障教學上的理解與推理、轉換與反思、及對話與辯證的過程，從中分析他們在閱讀訓練、發音訓練、國語科教學、及聽能與讀話訓練等科目之教學知能發展的內涵。研究結果發現，實習教師在前述四個科目的教學實踐，有其存在的問題與進展的部分；他們對此實習課程持正向的態度，但也提出他們在其中的困難處；而研究者對此實習課程提也出反思與建議。 The purpose of this study is to investigate the development of student teachers’ teaching expertise through an integrating practicum course. The framework of the practicum course was based on the collaborative action research and Shulman’s (1987) model in pedagogical reasoning and action. Twenty-five junior teacher college students who majored in the education of hearing-impairment children in the department of special education took the practicum course and grouped themselves into four teams. One of the four teams was the focus of this study. During one semester practicum course, these student teachers taught hearing-impairment children in a reasource room of two differente schools. Their teaching reflection reports were analyzed qualitatively to understand the processes of their comprehension, reasoning, transformation, reflection, dialogue and dialectic in teaching practice. Furthermore, the development of these student teachers’ teaching expertise in reading comprehension instruction, phonological training, Chinese language art teaching, and auditory and speechreading training were analyzed thoroughly. The findings of this study indicate that the teaching expertise of these student teachers have being developed. Although these student teachers put forward the difficulties they have been through,they hold the positive attitude towards the practicum course. Finally, based on the results of this study, the researcher’s reflections and recommendations to the practicum course were presented.

關鍵字

協同行動研究 ； 教學推理模式 ； 教學知能 ； 實習教師 ； 聽障教育

並列摘要

The purpose of this study is to investigate the development of student teachers
’ teaching expertise through an integrating practicum course.　The framework
of the practicum course was based on the collaborative action research and
Shulman’s (1987) model in pedagogical reasoning and action.　Twenty-five
junior teacher college students who majored in the education of hearing-
impairment children in the department of special education took the practicum
course and grouped themselves into four teams.　One of the four teams was the
focus of this study.　During one semester practicum course, these student
teachers taught hearing-impairment children in a reasource room of two
differente schools.　Their teaching reflection reports were analyzed
qualitatively to understand the processes of their comprehension, reasoning,
transformation, reflection, dialogue and dialectic in teaching practice.　
Furthermore, the development of these student teachers’ teaching expertise in
reading comprehension instruction, phonological training, Chinese language art
teaching, and auditory and speechreading training were analyzed thoroughly.
The findings of this study indicate that the teaching expertise of these
student teachers have being developed.　Although these student teachers put
forward the difficulties they have been through,they hold the positive
attitude towards the practicum course. Finally, based on the results of this
study, the researcher’s reflections and recommendations to the practicum
course were presented.

參考文獻

林寶貴、黃玉枝(民82) : 聽覺障礙兒童普通推理能力結構及其相關因素之研究。載於中華

178。台北：中華民國特殊教育學會。

湯維玲(民85) : 反省取向的教育實習及實例探討。教育部師範校院八十四學年度實習輔導

饒見維（民85）：教師專業發展－理論與實際。台北：五南。

International Congress on the Education of the Deaf, Manchester, England.