同儕師徒制應用於華語教學之個案研究

A Case Study on Peer Mentoring in Teaching Chinese as a Second Language

林相君(Hsiang-Chun Lin)

指導教授 ： 宋如瑜

中原大學/人文與教育學院/應用華語文研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00157

摘要

「同儕師徒制(Peer mentoring)」是一種融合「同儕學習」及「師徒制」的學習策略。主要是透過實際的教學情境，以一對一的方式，由高年級實習生協助低年級實習生，準備教學並完成教學的周邊事務，而高年級生亦能在助人的過程中，反思、完善個人的教學知識，獲致教學相長的果效。
本研究採個案研究的方式，以外籍生「口語練習」課程為實習場域，重新建構一個以「同儕師徒制」為導向的師資培育模式。此模式是由應用華語文學系不同年級實習生及其實習輔導教師組成的多層次同儕師徒網絡，進行為期十二週的教學實習。實習規劃共分為四個階段：同儕師徒的探索、同儕師徒制的建構、協同教學與角色轉換及同儕師徒再建構。於四個階段中，各級實習生以學科專業知識為基礎，由教學實境中的示範（Modeling）、教導（Coaching）、鷹架（Scaffolding）、闡明（Articulation）、反省（Reflection）、探索（Exploration）等步驟，反覆循環，逐步形成架構。期間，研究者藉由教學觀察、訪談、文件分析（網路反思日誌、實習腳蹤、教學錄音、錄影逐字稿等）、問卷調查等方法進行資料分析，以瞭解同儕師徒制實習輔導模式的實行成效。
研究結果發現，將同儕師徒制實習輔導模式應用於華語教學實習，除能增加實習教師的教學經驗外，亦能於角色轉變的過程中，協助其提升教學知能、增加自我效能感、發展人際互動及後設認知能力，而實習輔導教師更能藉此輔導模式較全面地掌握實習生的實習情況，對改善華語教學實習輔導資源不足的問題具實質效益。最後，透過培訓模式的反思，針對研究中的問題予以修正，以做為改善培訓模式的依據及未來相關培訓單位、研究者的參考。

關鍵字

華語師資培育 ； 教師專業發展 ； 教學實習 ； 同儕師徒制

並列摘要

Peer mentoring is a learning strategy that integrates “Peer learning” with “Mentoring.” The main idea is to pair higher and lower grades student teachers as mentors and mentees. Mentees can learn how to prepare for classes and teach in a classroom under mentors’ supervision in an authentic teaching situation. Meanwhile, mentors can use the process of teaching and assisting mentees to reflect on and strengthen their teaching knowledge. Both mentors and mentees will thus mutually benefit from one another.
Based on the concept of “Peer Mentoring,” the case study took international students in the course “Oral Practice” as student teachers’ practicum field to reconstruct a teacher training mode. The mode of practicum lasted 12 weeks and consisted of a multi-level peer mentoring relationship, between student teachers in different grades of Teaching Chinese as a Second Language (TCSL) program in a four-year college and their practicum supervisor. The mode consisted of the following four stages: exploring peer mentoring, constructing peer mentoring, co-teaching and role-switching, and reconstructing peer mentoring. In the four stages, student teachers can reconstruct their received knowledge and experiential knowledge through reality teaching situation by involving applying six steps of cognitive apprenticeship: modeling, coaching, scaffolding, articulation, reflection, exploration. In order to understand the effects of peer mentoring on TCSL, the researcher employed the methods of participant observation, interview, content analysis (such as student teachers’ reflection blog, teaching journals, transcripts of audio or video recording of teaching, etc.) and surveys to analyze collected data.
The results show that practicum on peer mentoring in TCSL can not only increase student teachers’ teaching experiences, but also enhance their teaching knowledge and skills, promote teacher efficacy, develop interpersonal interaction as well as meta-cognitive competence in the process of role-switching. At the same time, the mode can also provide the practicum supervisor with more information to better understand the student teachers’ teaching condition; therefore, it is constructive in alleviating the problem of inadequate resources in Chinese teacher education. Lastly, the researcher’s self-reflections on the training mode and the suggestions for revision are included for reference in adjusting the mode for those who would like to apply this mode in practicum or to refer the information for further study.

並列關鍵字

teacher professional development ； teaching practicum ； peer mentoring ； teacher education ； teaching Chinese as a second language (TCSL)

參考文獻

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