探討於微縮教室進行微型教學時教學技能之運用

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探討於微縮教室進行微型教學時教學技能之運用
著者: 曾國章; Tseng, Kuo-chang
林豪鏘; Hao-Chiang Koong Lin; 數位學習科技學系碩士班
主題: 微型教學; 微縮教室; 教學技能; 教師評鑑; micro-learning classroom; teaching skill; teacher evaluation; micro-teaching
描述: 　　許多國家明文規範，各大學應建立並施行教師評鑑制度，以教學、研究、服務與輔導等面向，從理論與實務等方向，進行評鑑教師成效及評量教師素養，作為教師獎懲的參考。本研究以其中「教學反應問卷調查」為主要依據，以學生的角度來作為評分準則，使用微縮教室進行微型教學演練，來進行以下研究。　　南部某科技大學全校各系科教師根據「教學反應問卷調查」的分數依高中低分別各取1~2位，各系科教師參與人數為3~6位，全校共計50位教師參與。然後依所安排時段於微縮教室進行微型教學演練並全程多視角錄影，採用「錄影分析法」進行編碼序列分析資料量化彙整。實驗探討分為三部份，一、依「教學反應問卷調查」的分數分組，探討高低分數在教學技能序列結構及訊息比重上是否有關聯或差異；二、依學院分組，探討不同學院在教學技能序列結構及訊息比重上是否有關聯或差異；三、依性別分組，探討不同性別在教學技能序列結構及訊息比重上是否有關聯或差異。　　結果發現，高分組教師在授課時會對教學技能中變化刺激的交互運用相當圓融自然。而且高分組教師在授課時也會在多次舉例說明後轉到多次語調與重複，使學生在過程中加深對課程的理解及加強對焦點的注意。教師在教學技能「P2-3改變感官通道」訊息編碼資料比重值上都在34%以上，不同的分數與性別在整體訊息編碼資料比重值沒有顯著差異，不同的學院（人文組為34.87%）則有明顯差異。教師在教學技能序列結構上，「P2-2移位」轉換「P2-1手勢」與「P5提問與修正」轉換「P3解答與資訊」在不同的分數、學院與性別均是有顯著性。
　Many countries have proclaimed the guidance that the university should establish teacher performance evaluation system. Teaching, researching, servicing, and counseling aspect should be taken into consideration while evaluating teaching performance and teaching quality. For the study of practicing micro-teaching technique in the micro-learning classroom, “teaching evaluation questionnaire” completed by students is used as the data to support the findings.　According to the teacher''s performance score of the “teaching evaluation questionnaire” conducted from a university in southern Taiwan, three to six teachers from each department are categorized into high performance score group, medium performance score group, and low performance score group. Each group contains one to two teachers. A total of fifty teachers participated in the study. Teachers gave students lessons with micro-teaching technique in the micro-learning classroom according to the scheduled time. All lessons were video-recorded for utilizing “video analysis” on coding sequence analysis and quantitative research method. The research analysis is discussed in three parts:1. The analysis on whether high or low performance score has any relation with teaching skill sequence structure and information density.2. The analysis on whether school of different field has any relation with teaching skill sequence structure and information density.3. The analysis on whether difference in sex has any relation with teaching skill sequence structure and information density.　The study result shows that teachers with high performance score are tactful using the stimulus variation skill in their teaching. After giving explanation with examples repeatly, teachers with high performance score would rephrase and reinforce the idea such that the students can get more understanding on the lessons and pay more attention to the essential points. The teaching skill of "P2-3 changing sensory channels" possesses data coding information density above 34%. Difference in performance score and sex do not have significant difference with data coding information density. However, school of different fields has significant difference, approximately 34.87% for school of social science and humanity. As of the teaching step sequence structure, changing “P2-2 body movement” to “P2-1 gesture” step and changing “P5 question and correction” to “P3 answer and provide information” step are noticeable on difference in performance score, school, and sex.
碩士
建立日期: 2013
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/611
資源來源: NUTN IR

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探討於微縮教室進行微型教學時教學技能之運用

曾國章; Tseng, Kuo-chang 林豪鏘; Hao-Chiang Koong Lin; 數位學習科技學系碩士班 2013

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