問題導向學習融入幼兒園教師教學實務輔導之探究

The Study of Implementing Problem-Based Learning Method in Preschool Guidance to Enhance Teachers' Teaching Practice

齊君蕙(Chi Chun-Hui)

指導教授 ： 簡淑真

國立臺灣師範大學/教育學院/人類發展與家庭學系/博士(2022年)

https://doi.org/10.6345/NTNU202200350

摘要

本研究採用行動研究的方法，將「問題導向學習」法融入於幼兒園教學輔導歷程，以協助教保員改善其提問策略及教學實務。過程中，研究者在多次的「釐清遭遇的問題、擬訂及實施改善策略，並進行省思」的循環中尋求精進之道。研究歷經一年的行動研究過程，以研究者擔任教學輔導的教保員為研究參與者。透過現場錄音的方式，並蒐集教保員教學週誌、專業學習社群及小組討論的文件資料，進行分析。本研究之發現如下：
一、問題導向學習方法能有效引導教保員發現自己使用提問策略的問題，藉以引發教保員改善提問策略的行動。
二、問題導向學習方法能協助教保員釐清教學問題，透過教學的實作過程，有效提升教保員實施教學實務的調整與成長。
三、專業學習社群的運作，有效凝聚教保員教學共識，增進教保員教學實務對話的機會，藉以引導教保員課程調整的行動。
四、在實施問題導向學習方法後，研究者本身不斷地反思解決所遭遇的考驗，但亦有困境未能完全有效解決。且在行動過程中，獲得寶貴的輔導經驗，亦提升自身在執行研究上的能力。
最後，研究者總結行動歷程的經驗與省思，提出輔導策略實施上的建議，以及後續研究方向之建議。

關鍵字

問題導向學習 ； 提問策略 ； 教學實務 ； 幼兒園教師

並列摘要

Abstract

This study adopts the method of action research and integrates the "problem-based learning" method into the teaching process to help preschool teachers improve their questioning strategies and teaching practices. During the process, the researcher sought the way of improvement during the multiple cycles of "clarifying the problems encountered, formulating and implementing improvement strategies, and going on reflection". The study went through a one-year action research process, with the preschool teachers, who were under the researcher’s teaching guidance, serving as research participants. The documentary data collected from preschool teachers’ teaching logs, professional learning network sites, and group discussions, and along with on-site recordings, was fully analyzed. The findings of this study are as follows:
1. The problem-based learning method can effectively guide the
preschool teachers to discover the problems of their questioning
strategies and trigger them to take action on making improvements.
2. The problem-based learning method helps the preschool teachers to clarify the teaching problems. It effectively helps them to adjust and improve teaching practices in the teaching process.
3. The operation of the professional learning network sites effectively builds the teaching consensus among the preschool teachers and enhances the opportunities to share the teaching practice experiences. This would guide the preschool teachers to take action on curriculum adjustments.
4. After implementing the problem-based learning method, the researcher constantly reflected and solved the encountered challenges. Yet, there are also difficulties that cannot be completely and effectively solved. However, the researcher obtains precious counselling experiences and enhances the ability to execute the research.

The last, the researcher summarizes the experience and reflection generated from the action research, and proposes counselling strategy implementation and following research direction.

並列關鍵字

Problem-based learning ； Questioning strategy ； Teaching practices ； Preschool teacher

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