私立科技大學教師有效教學之行動研究

2006年2月研究者甫從國立大學教職轉至私立科技大學服務，第一學期的任教自覺不理想，第二學期研究者嘗試利用「專題寫作」課程進行有效教學之行動研究。經由「利用小白板分組實作與個別指導」、「教學資料放網頁供下載」、「給予獎勵卡及從寬給分鼓勵」等教學策略運用，研究者教學省思發現：（一）課前檢查與發獎勵卡要求預習有效；（二）小白板的使用需依發表內容彈性調整討論主題。另從41位學生作業、38位學生問卷回應及4位學生訪談內容中證實：（一）老師的用心學生看得見；（二）個人網頁發揮功能；（三）小白板教學獲得肯定；（四）科大學生需要鼓勵；（五）課堂實作有其必要；（六）配合他科學習事半功倍；（七）學生意見值得採納。

關鍵字

大學教師；有效教學；行動研究；高等教育

並列摘要

In February 2006, I transferred to a private university of technology from a national university and encountered numerous obstacles in the first semester. In the second semester, I took the experience of the previous semester as a reminder and conducted an action research for effective teaching in the course ”Project Writing”. Applying teaching strategies such as ”using small white boards for in-class group exercises and individual instructions,” ”creating a personal instruction website with teaching materials for students to download,” and ”offering reward cards and giving higher marks as an encouragement”, I reviewed the problems in teaching and discovered that (1) inspection before class and offering reward cards for previewing course materials were effective; (2) the topics should be adjusted flexibly in accordance with the contents of the students' discussions when small white boards were used. In addition, from 41 assignments, 38 returned questionnaires, and 4 personal interviews with the students, the results were verified that (1) students could feel the teachers' endeavors; (2) personal instruction website took effect; (3) the method of teaching with small white boards was assured by students; (4) students at university of technology still needed encouragement; (5) in-class exercises were necessary; (6) learning with other subjects would be more effective; (7) the students' opinions for teaching were worthy of consideration.

並列關鍵字

action research ； effective teaching ； higher education ； university instructors

參考文獻

林佩璇(2007)。台灣教學行動研究運動－走入鴻流，走出泥淖，邁向新視野。課程與教學季刊。10(1)，35-52。

Ambrose, D.,Lang, K.,Grothman, M.(2007).Streamlined reflective action research for creative instructional improvement.Educational Action Research.15(1),61-74.