運用微型教學系統支援師資生自評與同儕互評的教學演練之個案研究

A case study on employing a micro-teaching system to support pre-service teachers’ self- and peer-assessed learning to teach

劉芸安(Yun-An Liu)

指導教授 ： 陳昭秀

國立交通大學/人文社會學院/教育研究所/碩士(2017年)

摘要

本研究運用一個結合同儕互評與自評特性微型教學系統，以支援師資生自評與互評其微型教學演練表現。此應用乃是針對修習高中職電腦科「教材教法」與「教學實習」課程的師資生，本研究者希望能探討此科技融入師資課程對師資生教師知識的改變情況，以及影響這些師資生知識改變的因素，最後並了解他們對此系統的態度。在為期兩年的研究中，本研究採用個案研究法，除了課堂的參與觀察外，主要利用訪談法收集資料，個別訪談七位師資生各兩次、授課教師共四次，並搭配微型教學系統所記錄之資料，進行質性資料的分析。
研究結果發現：（1）師資生剛開始對此微型教學系統的使用態度是積極的，且主要以授課教師的意見為主去修正自己的教學；（2）師資生經由微型教學演練與同儕互評與自評，積極地參與討論與經驗分享，其中一學年的修課師資生更自主形成同儕回饋與學習社群，所以此科技應用於師資課程有助於師資生教學相關的知識建構；（3）師資生對於教學知識關注情形與所增進之教學知能是偏重於學科知識與教學方法；（4）影響師資生教學知識改變的因素為：授課教師的指導與回饋、師資生的自我省思和自主學習、同儕回饋與學習社群的討論、教學參訪與觀摩等，但也有一些不利其教學知能改變的因素，例如修課時間限制、師資生視為優先的其他事務如論文撰寫等；（5）由於參與研究的師資生人數偏少，當課堂時間足夠、課後時間很忙碌時，師資生普遍認為演練完後直接討論是比較快速、有效的作法，導致在系統裡的回饋變少，無法發揮系統內建之自評與同儕互評的功能。
本研究建議可將該課程設計與微型教學演練與回饋納入課程評量的一部分，並將教師課堂說明的教學示範、建議等討論一併錄下，加強師資生課後觀看的意願，並配合教學流程改善系統設計與功能，以達到輔助師資生之效果。此外，亦可探討此科技融入其他科目的師資生試教活動，或是在更多修課人數的師資培育課程施行此科技應用，探討其對師資生教學知能提昇的成效。

關鍵字

微型教學 ； 教師知識 ； 自我評量 ； 同儕互評 ； 師資生

並列摘要

This study applied a micro-teaching system which includes the characteristics of self- and peer-assessment to supporting the process of pre-service teachers’ learning to teach. This application was implemented in two teacher-education courses called “the instruction of high school computer subjects” and “the teaching practice of high school computer subjects.” This study intends to understand (1) how the pre-service teachers who experienced this technology integration in the two courses changed their knowledge, (2) what factors influenced the pre-service teachers’ knowledge change, and (3) what attitudes the pre-service teachers held toward the micro-teaching system. The author conducted the two-year case study by collecting and analyzing data from participation observation, interviews, and system logs. Yet, the major data were collected from 14 interviews with the seven pre-preservice teachers (interviewing each participant twice) and 4 interviews with the instructor who taught the two courses.
This study found that the pre-service teachers actively used the micro-teaching system to support their learning to teach in the beginning, and that they inclined to accept opinions from the instructor to improve their micro-teaching performance. Through the micro-teaching processes supported by the system, the pre-service teachers self- and peer-assessed their teaching performance and actively participated in the discussion and idea-sharing with peers, and four pre-service teachers who took the courses together even voluntarily formed a learning community to strengthen their teaching abilities. Therefore, this technology integration was beneficial for the pre-service teachers to enhance their teacher knowledge. Moreover, the teacher knowledge change of the pre-service teachers focused on content knowledge and pedagogical knowledge about high-school computer subjects. The key factors encouraged the-pre-service teachers’ knowledge change were guidance and feedback provided by the instructor, reflection and self-directed learning of the pre-service teachers, peer feedback and discussion in the learning community, and the visits and observation in the field. However, some obstacles such as the time limitation and other studies prioritized by the pre-service teachers hindered the pre-service teachers’ knowledge change. Because only few pre-service teachers took the courses the instructor could give comments on each pre-service teacher’ teaching performance during the class meeting. The pre-service teachers thought the instant feedbacks from the instructor right after their micro-teaching in the class were more efficient and effective considering their busy schedules after class. Thus, they reduced their logging on the micro-teaching system for self- and peer-assessing their teaching performance after class, and the comments recorded in the system became fewer and fewer.
It is suggested the instructor consider the self- and peer-assessed comments on micro-teaching as a part of the course grade. Also, the instructor’s teaching modeling and feedback-giving could also be videotaped so the pre-service teachers could be more willing to watch the video clips on the system after class. Also the system functions and interface could be revised according to the instruction design and micro-teaching activities so the system could better support pre-service teachers’ learning to teach. Finally, future research could integrate this system to other bigger teacher-education courses or to courses of other subjects to confirm its usability and usefulness in teacher education.

並列關鍵字

micro-teaching ； teacher knowledge ； self-assessment ； peer-assessment ； pre-service teachers

參考文獻

周春美、沈健華(2004)。教育學程學生發展教學專業化概念之行動研究以微試教為例，教育科學期刊，4(1)，52-77。

林文川、楊淑晴(2011)。應用wiki網路寫作系統發展大專英文寫作技巧之研究，課程與教學，14(2)，75-10。

林樹聲、靳知勤(2012)。國小教師實踐社會性科學議題教學之教師知識成長與比較。科學教育學刊，20(1)，41-68。

徐雍智、蔡今中、陳明璋(2002)。數學創意類比與同儕評量及其網路案例設計之初探，師大學報：科學教育類，47(1)，1-13。

張民杰、濮世緯(2012)。微型教學在師資培育課程「教學原理」之應用。教育理論與實踐學刊，25，57-82。