運用專業成長活動促進高職教師探究教學之覺轉變之個案研究

A Case Study on the Transition of Vocational High-School Teachers' Perception of Inquiry Teaching through the Application of Professional Development Activities

張宇樑(Yu-Liang (Aldy) Chang)

《科學教育學刊》 22卷4期 (2014/12) Pp. 363-388

https://doi.org/10.6173/CJSE.2014.2204.02

摘要

本研究奠基於高瞻計畫之執行，由大學端研究團隊協助一群高職教師透過專業成長課程、討論分享、和省思調整等方式擴展其專業知能，以合作方式共同進行以「跨領域機電整合智慧機器人」為主題及探究教學為核心之課程設計。據此，本文旨在探討高職教師於此專業成長過程中，對於「探究教學」知覺的轉變情形。研究者採用質化個案方法，以嘉義地區某國立高級職業學校之9名教師為研究對象，蒐集在接受為期一年專業成長過程中對探究教學知覺之轉變情形資料，並以編輯分析式策略進行分析。研究結果發現，參與之高職教師們在探究教學之知覺的兩大面向「學習觀點的定位知覺」及「課程與教學的實務知覺」上有明顯之轉變；且在接受專業成長活動後，已能明確知覺到探究教學對學生科學學習之助益，更能據以設計主題之探究教學活動。最後根據結果提出對高中職教師透過專業成長活動進行課程設計、及藉由與大學端之長期合作模式來協助教師們在探究教學知覺上轉變之兩項建議，期望能促進高中職教師理解與投入探究教學之實施。

關鍵字

知覺 ； 高職教師 ； 專業成長 ； 探究教學

並列摘要

Based on the execution of the High Scope Project, this study aimed to group vocational highschool teachers for the purpose of professional development with the assistance of the university research team. The targeted group of teachers was equipped with appropriate professional knowledge and ability to cooperatively deign the ＂interdisciplinary inquiry curriculum on 'Mechatronic' intelligence robot,＂ accompanied by various activities of discussion, sharing, reflection, and adjustment. Accordingly, this article was to explore the possible transition of these vocational high-school teachers' perception of ＂inquiry teaching＂ during this one-year professional development process. A qualitative case study approach was employed in this study. Participants were nine teachers of a public vocational high-school in Chiayi area. Data were collected throughout the executive process of the professional development program and then analyzed by the editing analytic techniques for examining the transition of these teachers' perception of inquiry teaching. According to the data analyses, two themes regarding these teachers' perception of inquiry teaching were extracted to show their changes after receiving the professionaldevelopment program: ＂orientated perception of learning conception＂ and ＂practical perception of curriculum and instruction.＂ The findings indicated that these teachers progressively aware the advantages of inquiry teaching for their students' scientific learning, which led to a proper deign of the targeted curriculum with an emphasis of inquiry teaching. Recommendations derived from findings and discussions were proposed for assisting high-school teachers in future curriculum design tasks and= enhancing their perception transition through the support of a cooperative long-term professional development program provided by the university research team. It is also expected that more highschool teachers can comprehend the core concept of inquiry teaching and are willing to devote themselves to implementing inquiry teaching in their classrooms.

並列關鍵字

Perception ； Vocational High-School Teacher ； Professional Development ； Inquiry Teaching

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