網路融入協同教學之研究：以國中“自然與生活科技”領域為例

Study of Web-Incorporated Team Teaching in the Domain of Natural Science and Technology at the Junior High School

張世忠(Syh-Jong Jang)

《中原學報》 33卷4期 (2005/12) Pp. 725-743

https://doi.org/10.6358/JCYU.200512.0725

摘要

本研究目的主要應用網路融入協同教學探討對學生之學習效果與教師之專業成長。研究者與某一個國中的三位「自然與生活科技」領域教師自願組成一個協同教學小組，根據Altrichter等人(1993)行動研究過程的四個步驟來設計。研究方法先以問卷調查之資料進行統計分析，再以學生開放意見、學生網路作業、晤談、及教師省思札記等主要資料進行持續性比較探討質的分析。結果發現（一）62.7%學生認為網路教學的方式來學習可以引起他們較大的興趣；網路教學可增加學生的學習視野與想法，融入協同教學可以讓學習內容更豐富，從相互楷模中學習成長；（二）網路教學適應不同的學習差異及降低學生回答恐懼；藉由互動加強學生內容瞭解，重建他們的觀點或想法；融入協同教學能刺激學生不同的創意思維，32.1%實施班級學生認為可以在自然課發揮創意；未實施班級只有15.2%贊同，表示經過實驗班級學生其發揮創意亦有所進展；（三）網路融入協同教學讓教師團可以相互學習及專長互補，彼此補強對方的盲點，讓彼此之間的對話增多，進而產生許多的點子，並部分解決領域教學之專長不足問題；（四）網路應用於協同教學可突破個人思考模式，藉著電子郵件或面對面不斷的討論，進而激發教師之創意思考能力，設計教材時觀點亦能更多元，並改善彼此之間合作關係；（五）教師的「資訊能力」、「王國意識」、討論的「時間不足」與學生的「升學壓力」，是網路融入協同教學面臨的四大問題；「志同道合、互相包容、授課時數減少」等是教師們的期許。本研究亦發現學生方面亦有許多限制，包括學生蒐集資料的能力、電腦打字及討論能力等。

關鍵字

網路教學 ； 協同教學 ； 教師專業成長 ； 行動研究

並列摘要

The purpose of this study was to explore how by incorporation of web-based learning into team teaching would improve students' learning effects and teacher professional growth in the domain of Nature Science and Technology. The researcher and three collaborative teachers participated in this study. According to Altrichter et al. (1993) action research process four steps to design this study. The main sources of the research data were questionnaires, students' internet works, teachers' self-reflection, and interviews. The results showed 62.7% students considered web-based instruction could enhance students' learning interests. It also enlarged their learning aspects and stimulated their thinking. Web-based instruction could satisfy personal difference in learning, decrease student fears, and increase students' discussion opportunities. 32.1% experimental students agreed web based instruction also stimulated students' creativity when combined with team teaching more than 15.2% students' agreement in traditional classes. Web-based instruction and team teaching made teachers reinforce their majors. Teachers increased their dialogue through email or face to face and therefore solve the part problem of subject shortage. Furthermore, the application of web-based instruction in team teaching might increase teacher creative thinking, design multiple materials, and amend relationship each other. However, this study had some research limitations because of students' abilities of data collection, computer writing, and discussion. Teachers would face four problems: technology ability, king class, time short and entrance exam on this study. They expected team teaching partners to have the same vision and understand each other. The school would decrease their teaching loading for collaboration.

並列關鍵字

Web-based instruction ； Team teaching ； Teacher professional growth ； Action research