運用知識翻新原則促進協作學習：新手教師的教學實踐歷程

Facilitating Collaborative Learning Through Knowledge-Building Principles: Teaching Practices of Novice Educators

知識翻新以原則導向作為教學引導，重視以想法為中心的學習。雖然知識翻新原則已有三十年的理論基礎，然而如何在臺灣融入不同的協作學習情境，仰賴教師對於知識翻新原則的理解及如何轉化成為教學實踐。本研究以新手教師作為研究對象，探討新手教師如何辨識及理解知識翻新原則、如何運用原則促進協作學習之實踐？經立意取樣四位新手教師進行深度訪談，追蹤教學前後的描述、反思、與實踐策略。研究結果發現共存的現象，包括原則的引導能促進教師彈性運用，積極回應對學生的觀察，根據協作需求即時評量與調整教學，並能意識到教師角色的轉換。

Knowledge building is a principle-oriented pedagogy that promotes idea-centered learning. Despite the past 30 years of knowledge-building research, integrating this research into the collaborative learning context in Taiwan remains dependent on teachers’ability to understand and conceptualize knowledge-building principles. This study examined how four novice teachers understood, applied, and assessed knowledge-building principles through in-depth interviews and a qualitative analysis of their strategies and reflections before and after the provision of instruction. The findings indicated that knowledge-building principles increased the teachers’flexibility and responsiveness, enabling them to proactively observe their students, conduct real-time assessments, and adjust their lessons as required. The teachers also gained awareness of their evolving roles in collaborative environments, demonstrating a dynamic and adaptive approach to teaching.