跨越教室的藩籬－一位小學老師的敘說研究

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題名:
跨越教室的藩籬－一位小學老師的敘說研究
著者: 朱麗玲; Chu, Li-ling
郭丁熒; Ding-Ying Guo; 教育學系課程與教學碩士班
主題: 敘事研究; 課堂社會學; 教室觀察; 教室開放; classroom ecology; classroom opening; classroom observation; narrative inquiry
描述: 教室如同一個社會的縮影，師生互動、課堂教學、班級經營，活化了教室社會生態。教師生涯中有著許多喜、怒、哀、樂的「教室故事」，故事中因為有學生、教學同儕在相同現場中共構故事內涵，以及自己本身的檢討反省，故事才有意義性。我的研究就是以自我教室出發，藉由三位夥伴：校長、同學年、實習師對我的實際教室觀察、教學影片評析，以及自我課堂教學反思歷程，透過敘事方法，讓「自我」教師形象顯像，理想教室重現，打開自己教學新視窗，為自己的教室尋得一位專業教師－「我」。　　本研究採用敘事研究法、文獻探討以課堂社會學、教室社會學、班級經營、敘事相關研究，尋找脈絡、啟發靈感，蒐集教學現場錄音、錄影、教學事件札記、心得隨筆、同事對話、教室觀察評析表、進行反思，修正自我課堂迷思，釐清盲點，找出一位教師在教學過程中，自我的教室開放，獲得：（一）教師智囊團隊的力量，勝過個人獨自努力。（二）來自教學領導者「校長」的讚賞鼓勵，是加強老師課堂自信的動力。（三）帶領實習師，是促進教師自我提昇的好方法。（四）借助自我教學攝影反思，及同儕學生觀看，拆除了教室封閉式的教學型態，延伸了教室場域，擴大教學層面，促成學生自我檢驗學習情況、複習教學內容，甚至是親師教學合作的輔助工具。　　在我走過的歷程分享中，我給教學領導者的校長一點個人小小的建議：讓老師有多重選擇自我精進的方式，不一定要進入教學現場。給老師大空間的發揮，一段等待的時間與自主性，相信「自主」與「彈性」的交互下，必有一番新境界。另外我也給教學現場努力的夥伴加油打氣：不管是自我教學攝影或是教師撰寫教學心得、同儕對話，甚至是其他自己認為很好的方法，都願意試一試，選擇最適合自己的精進成長方式，再跟我們大家分享屬於自己獨創的「秘密花園」。教育旅程中的春天在你我分享的「經驗世界」裡，也在你我身邊。
A classroom is like an epitome of the society where the interaction between teachers and students, the instruction in the classroom, and the management of the class energize the atmosphere in the classroom. There are many stories happening in the classroom with happiness, anger, sorrow, and joy in a teacher’s career. The stories become meaningful because the students and the teaching peers create the on-the-spot stories together, and the teacher has his/her introspection. My study starts from my classroom with the observation from the president, peers, and interns, the analysis of the teaching videos, and the introspection process of my classroom instruction. With narrative inquiry, it aims to emphasize the image of the teacher myself, reveal the ideal classroom, and open a new window for my teaching to find a professional teacher for my classroom.This study adopts narrative inquiry. The literature review is based on classroom ecology, classroom sociology, classroom management, and narrative researches. It is to find the opening of a teacher’s classroom in his/her teaching process by seeking through the skeleton, being inspired, collecting teaching recordings, taking notes about teaching and feelings, having conversation with colleagues, evaluating and analyzing the classroom observation, having introspection, revising the misconceptions in the class, and clarifying the perplexity. It is then found as below: 1. The power from teachers’ team work is stronger than a teacher’s own work. 2. The encouragement from the president, the teaching leader, will enhance teachers’ confidence.3. Leading intern teachers is a good way for teachers’ self-enhancement.4. The introspection from the teaching videos and the observation by peers and students change the closed teaching style in the classroom, extend the space of a classroom, expand the teaching levels, and help students examine their learning situation and review the teaching materials. They are also the assisting tools for teaching cooperation. From my sharing in the process, I would like to have some personal suggestions for the presidents, the teaching leaders, that it is not necessary for teachers to enter the teaching scene, and teachers could have multi choices for self-enhancement. It is believed that a different level of teaching will be reached with the interaction of independence and flexibility if teachers are given more space to explore themselves, a period time of waiting, and independence. Furthermore, I would like to encourage the teaching fellows that you may try to record your teaching, write teaching notes, talk to peers, or try some other good methods to choose the most suitable one for self-enhancement, and share your own ‘secret garden’ with us.The spring time on the teaching journey lies in the ‘experience world’ of our sharing and lies beside you and me.
碩士
建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3813
資源來源: NUTN IR

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跨越教室的藩籬－一位小學老師的敘說研究

朱麗玲; Chu, Li-ling 郭丁熒; Ding-Ying Guo; 教育學系課程與教學碩士班 2007

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