國際技能競賽指導教師教學專業知識之個案研究－以冷凍空調職類為例

A Case Study on an International Skill Competition Trainer’s Professional Knowledge in the Refrigeration Trade

許秀婉(Hsiu-Wan Hsu)

指導教授 ： 徐昊杲

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2010年)

摘要

本研究目的是在探討國際技能競賽指導教師於技能教學時的教師專業知識內涵。教師教學專業知識的內涵，國內外學者給予的定義論述相當多，本研究則聚焦於教師自身的知識、學科教學知識、以及一般教學知識三個面向，採質性的個案研究。以一名冷凍空調職類的國際技能競賽指導教師為個案研究對象，透過觀察及訪談等方式，探討個案教師在從事冷凍空調領域技能教學時的教學專業知識內涵。
根據文獻探討及質性研究資料分析，本研究的結論如下：
一、個案教師的教師自身知識來源有三：來自其自身的成長背景、師長的引導及自我省思的教師個人價值觀；教師對其本身學習歷程自我剖視和分析的能力；來自教師的教學態度和對自身所教學科的看法與信念所形成的教學信念。
二、個案教師的學科教學知識來源則有三個面向：來自教師自身的學科專業養成教育及與技能競賽相關的專業經歷，形成對教學目標的掌握；採用講述、討論和情境練習等教學方法，並使選手於摸索中擴大學習範圍，來達成教學目標；教學前對包含各項競賽相關資料等教材的理解及轉化準備、教學中教導及評量的表徵及教學後的省思及產生新理解等反思的教學歷程。
三、個案教師的一般教學知識則以三個面向來運用：一是學生常規，包含訂定學生識別、工作分派、課後的規則、選手室內的規則等；二是情境知識，包含選手室內的教學情境配合競賽活動安排課程、競賽模擬練習、抗壓力訓練等；三是引發學習動機，包含以回饋激勵學生、使用增強物、引導學生相互指導等方法。
最後，根據以上的研究發現，針對教育主管機關、學校行政單位及其他教師、未來從事選手訓練教學之教師以及後續相關研究，分別提出具體的參考建議。

關鍵字

國際技能競賽 ； 教師專業知識 ； 個案研究 ； 紮根理論 ； 冷凍空調職類

並列摘要

The main purpose of this study was to analyze the professional knowledge of a Worldskills International Competition trainer, Mr. Chang, who trains the refrigeration trade in a vocational high school in Taipei City. This study was focused on three topics including knowledge of self, pedagogical content knowledge and general pedagogical knowledge. Qualitative data were collected by employing observations, interviews, and document analysis.
1. Knowledge of self: It fall into the following three categories: First, the personal values formed by Mr. Chang’s background, his teachers’ guidance, and self-reflection; Second, the capabilities of dissection and analysis for his own learning process; Third, his teaching belief formed by his teaching attitude and his view for the subjects he teaches.
2. Pedagogical content knowledge: It fall into the following three categories: First, the mastering of the instructional goal formed with the developmental education background and the related experiences of the competitions. Second, to reach the teaching goal by adopt different kinds of teaching methods, such as the telling method, the discussion method, and situational practice method, and to expand contestants’ learning by trial and error. Third, the teaching progresses are: comprehension and transformation of pre-teaching, instruction and evaluation while teaching, as well as reflection and new comprehensions of post-teaching.
3. General pedagogical knowledge: It falls into the following three categories: First, the discipline, including the uniform, work assigning, after-school rules, and the rules of practicing room. Secondly, the situational knowledge, such as the teaching situation in the practicing room, the competition simulation exercises, and anti-stress training. Thirdly, promoting contestants’ motivation by feedback, reinforcements, and leading them to learn from each other.
Finally, according to this research, suggestions were made to the education authorities, the administrative departments of schools, the coming trainer, and the future study.

Keywords: Worldskills International Competition, professional knowledge, case study, grounded theory, refrigeration trade

並列關鍵字

Worldskills International Competition ； Professional Knowledge ； Case Study ； Grounded Theory ； Refrigeration Trade

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