促进反思教学发展与实施之行动.PDF

教學實EE æ~ 促進反思教學發展與實施之行動 研究 國立花蓮教育大學教育行政與管理學系@筒梅瑩@助理教授 摘要 此文分別以文獻分析及筆者個人之教學研究經驗，介紹探討行動研究於促進 教師反思教學的發展與實施。行動研究可以幫助教師以系統性螺旋交織的方式， 進行教學前、中、後的持續性反思。行動研究不僅能促進教師持續性的教學反 思，也能岡時提供教師永續性的專業發展。 就文獻分析部分，筆者先介紹三種行動研究類型，並提供教師或實務工作者 分析自我反思能力表現與發展的指標，再根據行動研究的實施歷程及研究形式， 探討反思教學之發展與限制。 筆者並以個人教學研究經驗之回顧，介紹行動研究於促進個人教學之反思。 第一階段行動研究促使教師能持續檢視自我教學、並關注學生的學習需求與狀 態;第二階段行動研究促使教師能以多元觀點的脈絡化分析，思考教學的問題所 在，並持續探討問題解決之方法。 關鍵詞:行動研究、反思教學、教師專業 濟22盤 中轉教育伍拾玖卷時期 促進反思教學發展與實施之行動研究 The Development and Implementation of Reflective Teaching U sing Action Research Mei-Ying Chien @ Assistant Professor, Department of Education Administration and Management, National Hualien University of Education l\bstract Based on an analysis ofthe literature and the authors own research experience,this pa- per proposes the use of action research in implementing reflective teaching. First thç resear- cher introduces three 可pes of action research-which employs systematic inquiry into the teaching process and thereby helps teachers to reflect on their own teaching so as to develop their profession. Then she provides guidelines for analyzing teachers capacity for self-reflec- tion , in terms ofboth deve1 0pment and performance. Next ,the four implementation stages of action research are introduced, and finally the limitations ofteachers capacity for self-reflec- tion in an action research project are discussed. The author also uses her own research experience as an example to show how action research is conducted in such a way as to promote teachers capacity for reflection. The first phase of action research helps the teacher to continue reflecting on her own t