高等教育出版
熱門: 吳清山  丘愛鈴  吳勁甫  九年一貫課程  三角關係  文化領導  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
篇名
國小教師擴展學習歷程之研究
並列篇名
A Study of Expansive Learning Process of an Elementary School Teacher
作者 林盈均
中文摘要

本研究透過一位國小教師的自我敘說,陳述個人在教學場域面對各種挑戰的故事,並以活動理論作為與故事情節對話的參考架構,探究教學故事中的社會文化脈絡,呈現教師擴展學習的歷程。研究目的是以活動理論為架構,理解教師教學活動的系統及運作;從教學故事探究因擾動而產生的情境變化,並從矛盾的觀點分析其影響;探究教師面對擾動及其產生的矛盾,將如何重新詮釋教學活動。研究結果如下:(1)教學是群體活動,應從整體脈絡來理解教學。教師實踐教學理念時,中介歷程包含工具的創造與應用、與社群成員在分工與規則中互動。活動系統是在情境脈絡中運作,中介歷程受到文化歷史因素影響,呈現社會環境的價值。(2)正向接受矛盾挑戰,有助教師擴展教學專業。教師面對擾動會感到挫折、形成矛盾張力,雖然矛盾是教師壓力來源,但在面對矛盾張力、建構解決問題策略歷程中,教師將更加瞭解問題以及環境,並擴展個人的教學專業。(3)面對擾動與矛盾,教師能反省慎思、理解自我,並建構未來教學行動的想像。

 

英文摘要

This paper presents the self-narration of an elementary school teacher to describe stories regarding various challenges at school. Activity theory is adopted as the reference framework of story plots and dialogues so as to analyze their sociocultural context and to present the expansive learning process of the teacher. The purpose of this paper is to examine the systems and operations related to teaching activities based on the framework of activity theory. Specifically, the teaching stories are explored to observe scenario changes engendered by related disturbances, and the effects of these changes from the perspective of conflict are analyzed, thus enabling a close examination of the teacher’s conflicts while experiencing these disturbances and discussing the teacher’s reinterpretation of teaching activities. The conclusions of the study are as follows. (1) Teaching is a group activity and should be examined through the overall context. While actualizing their teaching ideas, teacher undergo various mediating processes, including the creation and application of teaching tools and interaction with their peers to assign tasks and define related rules. An activity system is operated under a scenario context, and mediating processes are affected by cultural and historical factors so as to demonstrate the values of the social environment. (2) Facing challenges with a positive attitude helps facilitate the development of teachers’ teaching professionalism. When teachers face conflicts, they experience frustration and tension, but through the process of coping with tension and formulating problem-solving strategies, they can gain a greater understanding of related problems and the environment, helping them develop their teaching professionalism. (3) When faced with disturbances and conflicts, teachers should conduct introspection through self-understanding and formulate strategies for subsequent teaching activities.

 

起訖頁 001-028
關鍵詞 矛盾活動理論擴展學習conflictactivity theoryexpansive learning
刊名 師資培育與教師專業發展期刊  
期數 201908 (12:2期)
出版單位 國立彰化師範大學
DOI 10.3966/207136492019081202001  複製DOI
QR Code
該期刊
下一篇
以關注本位採用模式詮釋教師實施海洋教育之個案研究

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500