國文科教師教學轉化歷程之個案研究

A Case Study of the Chinese Teacher's Pedagogical Transformative Processes

吳翊瑛(Wu Yi-Ying)

指導教授 ： 湯仁燕

國立臺灣師範大學/教育學院/課程與教學研究所/碩士(2022年)

https://doi.org/10.6345/NTNU202201754

摘要

本研究旨在探討國文科教師教學轉化之歷程，並分析教師在此歷程當中其所面臨的各種挑戰與因應之道，因此，本研究採個案研究法，透過單一個案以正式與非正式訪談、課堂觀察、教師個人教學的相關文件等進行資料的蒐集與分析，藉此釐清國文科教師的教學轉化歷程，和其所面臨的挑戰與因應之道。
而在本研究中發現，個案教師的整體教學轉化歷程從理解、轉化（準備、陳述表示、選擇與適性）、教學、評量、反思，直至新理解以形構出一個週而復始的動態循環歷程，並瞭解到個案教師會透過「自我調適」的方式來作為因應其在評量方面所面臨的兩大挑戰。

一、理解：個案教師視「透過文學感受生活，藉由讀寫安身立命」為其國文教學的目標，並秉持著「語文思維教育理念」來理解課程內容與知識內部的組織結構。
二、轉化：個案教師會依學生「理解層次」的先後順序來安排教學進程，並視「課本」為其核心來佈局教學內容；並以「小量、遞進且相互關聯」、「多元形式鷹架」與「題目輔助文本」的方式陳述教學內容；亦會根據單元屬性的不同以選擇適切的教學方法；且透過「口頭問答」的策略，隨時對學生的表現做出回應。
三、教學歷程（教學、評量）：個案教師會以「提問教學」搭配「多元鷹架」來引導學生，並關注於學生的迷思概念和學習興趣，並視評量測驗為其掌握學生對於課程內容理解程度的一道媒介。
四、反思歷程（反思、新理解）：個案教師會加強學生解題技巧的能力、設計出以圖像為本的知識圖卡，且視學生對於文言文的反應為一種學習的過程。

而基於上述研究結果之發現，則分別針對教學現場教師與後續相關研究提出建議。

一、建議教學現場教師能審視自身對課程內容的理解與詮釋，是否和其在規劃、執行教學內容時是呈現相互連貫的關係。若面臨到挑戰與困境時，亦能詢問專家教師或是參與各類相關研習與課程。
二、建議後續研究能選擇多位國文科教師作為研究對象，或是蒐集學生對於課堂學習的感受，以和教師的教學轉化歷程進行比對與驗整。

關鍵字

教學轉化 ； 國文教學 ； 國中國文

並列摘要

The purpose of this study is to explore the Chinese teacher’s pedagogical transformative processes, and analyze the various challenges faced by the Chinese teacher in this processes and the ways to cope with them. Therefore, this study adopts the case study method to collect and analyze data from formal and informal interviews, in-class observations, and relevant documents of the teacher' s personal teaching through a single case, so as to clarify the Chinese teacher’s pedagogical transformative processes, and the challenges she faces and the ways to cope with them.
In this study, it is found that the overall the Chinese teacher’s pedagogical transformative processes is from Comprehension, Transformation (preparation, representation, instructional selections, adaptation and tailoring to student characteristics), Instruction, Evaluation and Reflection to New Comprehension, forming a dynamic cycle that goes back and forth. It is also known that the case teacher responds to the two challenges she faces in evaluation through " self-adjustment ".

1. Comprehension: the case teacher regards "feeling life through literature and settling down through reading and writing" as her goal of Chinese teaching, and adheres to the "Chinese thinking education concept" to understand the course content and the internal organizational structure of knowledge.
2. Transformation: the case teacher arranges the teaching process according to the order of students' understanding levels, and regards "textbooks" as the core to arrange the teaching content; the teaching contents are presented in the form of "small quantity, progressive and interrelated", "multiform scaffolding" and "topic auxiliary text"; appropriate teaching methods are also selected according to the content of the unit; through the strategy of "oral question and answer", we can respond to the students' performance at any time.
3. Instruction process (instruction and evaluation): the case teacher guides students with "problem-posing pedagogy" and " multiform scaffolding", pays attention to students' misconceptions and learning interests, and regards the evaluation test as a medium to grasp students' understanding of the course content.
4. Reflection process (reflection and new comprehension): the case teacher strengthens students' ability to solve problems, designs image-based knowledge cards, and regards students' reaction to classical Chinese as a learning process.

Based on the findings of the above research results, suggestions are put forward for the teachers and the follow-up related research.

1. It is suggested that teachers can examine their own comprehension and interpretation of the course contents, and whether they have a coherent relationship with each other when planning and implementing the teaching contents. When facing challenges and difficulties, we can also ask expert teachers or participate in various relevant studies and courses.
2. It is suggested that the follow-up study can select a number of Chinese teachers as the research objects, or collect the students' feelings on classroom learning, so as to compare and verify with the teacher’s pedagogical transformative processes.

並列關鍵字

Pedagogical Transformation ； Chinese Instruction ； Chinese Education

參考文獻

張德銳、李俊達、王淑珍（2014）。認知教練對中小學教師教學省思及教學效能影響之研究：以參與教師專業發展評鑑方案之教師為例。臺北市立大學學報，45（1），61-80。https://doi.org/10.6336/JUT.4501.004

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