資源教師與普通班教師實施合作教學之行動研究--以二個班級為例

An Action Research on Application of Cooperative Teaching Between the Resource Teacher and Regular Teachers：Take Two Regular Classroom Settings as Examples

柯懿真(Yi-Zhen Ke)

指導教授 ： 盧台華 教授

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2003年)

摘要

本研究以台北市安安國小（化名）的兩個普通班作為研究的場域，透過行動研究法探討資源教師與普通班教師實施合作教學的歷程。本研究包含三個研究的焦點，首先探討數學科與社會技能訓練之合作教學的情形，其次為研究者與兩位普通班教師的專業成長，最後探究合作教學對學生數學科學習與情緒管理及人際互動之影響。
研究者以資源教師的身分與兩位普通班教師黃老師（化名）及吳老師（化名），分別就數學科與社會技能訓練，各歷經三個合作教學階段。研究過程中，以研究札記、教學反省日誌、共同討論記錄、訪談記錄、學生回饋單等方式收集資料。
在整個研究歷程中，研究者與兩位合作教師針對不同的課程內容，考量教室空間與學生之需求，選擇適合的合作教學模式。過程中，研究者歷經了合作心態的轉變，以及與參與研究之教師從原本陌生，逐漸熟悉並建立良好的互動關係。同時藉由行動的歷程，研究者與兩位合作教師在專業上均有所成長。合作教學方案的實施對於學生在數學科或情緒管理及人際互動技巧上均有正向的影響。

關鍵字

合作教學 ； 行動研究 ； 資源教師

並列摘要

This research was conducted at two regular classrooms in the elementary school. The purpose of this research was to investigate the process of cooperative teaching. Three focuses in this research were （1） to investigate the process and models of co-teaching in math and social skills training,（2）to understand the professional growth of the researcher and two regular education teachers during the action research process, and （3）to explore students’ learning effects in math and social skills through co-teaching.
Data were collected by research journals, instruction diaries, records of discussion and students’ opinions.
The main findings were as follows：
1.During the process of this research, the researcher, as a resource teacher, and regular education teachers selected different co-teaching models based on students’ special needs, curricular demands, and classroom sizes.
2.The researcher’s attitudes toward collaboration was changed from passive to active.
3.Through the action process, the researcher’s and two regular education teachers’ profession had gradual growth.
4.Co-teaching programs improved students’ math achievement, the ability of emotion management, and interpersonal relationships.

並列關鍵字

cooperative teaching ； action research ； resource teacher

參考文獻

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