從符號學視角探討校長的教學信念

Examining a High School Principal's Beliefs About Teaching From a Semiotic Perspective

這項質性研究的目的在於探討一位公立高中校長的教學信念。研究者使用主題分析法分析資料。該分析是透過符號學理論的視角進行的，重點是學生和教師在課堂上所使用的各種符號學資源。符號學視角被用來探索校長用什麼教學信念來改善教學。本研究發現了四個主題：（1）以素養為導向的教學，（2）藉由提問進行教學，（3）基於探究的學習，以及（4）學生學習共同體。然而，在校長的實際教學實踐中，出現了幾個現象：（1）學生被動地跟隨教學節奏；（2）講授式教學；（3）學生之間缺乏社會互動。校長的理想教學理念是「以學生為中心」，但在教學實踐中仍傾向於傳統的「以教師為中心」；這是教師在課堂互動中的一種主導形式。根據研究結果，研究者對校長的專業發展和未來研究提出了一些建議。

The purpose of the qualitative study was to examine the teaching beliefs of a public high school principal. The researcher analyzed the data with a thematic analysis approach. The analysis was conducted through the lens of semiotic theory, focusing on the various semiotic resources used by students and teachers in the classroom. The semiotic perspective was used to explore what teaching beliefs principal use to improve in-struction. Four themes were identified in this study: (1) competence-ori-ented teaching and learning, (2) teaching by asking questions, (3) inquiry-based learning, and (4) student learning communities. In the principal's actual teaching practices, however, several phenomena emerged: (1) stu-dents passively follow the teaching pace; (2) lecture method of teaching; and (3) lack of social interaction between students. The principal's ideal teaching philosophy is“student-centered,”but in teaching practice there is still a tendency toward traditional“teacher-centeredness,”a form of teacher's domination in classroom interaction. Based on the re-sults of the study, the researcher made a number of recommendations for the professional development of principals and for future research.