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研究生: 彭欣怡
Peng, Hsin-yi
論文名稱: 運用案例工作坊促進幼教教師教學省思與教學實務之研究
Applying a Case Workshorp to Promote Early Childhood Teachers Teaching Reflection and Teaching Practices
指導教授: 林育瑋
Lin, Yu-Wei
學位類別: 博士
Doctor
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 235
中文關鍵詞: 案例教學法案例工作坊教師專業成長教學省思教學實務
英文關鍵詞: case method, case workshop, teacher professional development, teaching reflection, teaching practice
論文種類: 學術論文
相關次數: 點閱:181下載:8
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  • 本研究邀請幼教教師進行案例工作坊,在案例工作坊中透過案例討論與案例撰寫,瞭解幼教教師參與案例工作坊的進行過程,以及其參與案例工作坊之後,在教學省思及其教學實務的表現情形。
    本研究共邀情十一位研究參與者參與案例工作坊,自99年8月至101年4月進行資料收集,資料收集方式有案例工作坊之案例討論與團體訪談、研究參與者之個別訪談,以及案例工作坊網站資料、研究參與者所撰寫之案例,歷次討論案例之回饋與分析、教學紀錄等文件檔案。案例工作坊共進行六次案例討論、以及四次討論研究參與者所撰寫之案例。
    案例工作坊的進行依討論內容之不同分為三個階段,第一階段為案例討論期,為討論已出版之案例。第二階段為案例撰寫準備期,此時期為舒緩研究參與者撰寫案例以及分析、回饋之壓力,邀請曾經寫過案例的研究參與者分享其案例與撰寫歷程。第三階段為案例撰寫討論期,研究參與者分享其撰寫之案例。
    研究發現,案例工作坊運作方式的改變受到參與人數、工作坊之書寫壓力的影響。而案例討論之深度受研究參與者年資、教學經歷、研究參與者之間的互動以及案例之選擇與撰寫之案例有關。
    案例教學法促進幼教教師省思,進而在教學實務中行動改進教學。研究參與者透過案例討論與撰寫在教學省思方面有親師溝通、與合班教師互動、特殊幼兒輔導以及幼教相關制度和自己所處園所的環境。研究參與者在省思之後實際付諸行動而增進其教學實務方面,有親師溝通、與合班教師互動、特殊幼兒輔導、重視記錄等。案例教學法也幫助教師思考教學情境中不同角色的立場和積極面對與處理教學上的人事物。教師省思的層次涵蓋教學行為、信念、自己與他人關係以及自己的思考和學習方式
    期待本研究進行案例工作坊之經驗,能提供未來欲進行案例教學法以及相關研究的參考,也期待能鼓勵教育相關單位推廣並進行案例教學法,讓幼教實務工作者將自己的教學故事傳承下來,並藉由案例討論與分享促進其專業成長。
    關鍵字 案例教學法 案例工作坊 教師專業成長 教學省思 教學實務

    This study aimed to examine how a case workshop promotes teaching reflection and teaching practices of early childhood teachers. To this goal, the researcher invited eleven early childhood in-service teachers to attend case workshop. With the help of case discussions and case writing, the researcher attempted to understand these teachers’ participation process in the workshop as well as their teaching reflection and teaching practices after workshop attendance.
    Eleven participants were invited to take part in the workshop. Data collection was carried out between August 2010 and April 2012. The sources of data included case discussions and group interviews during the workshop, individual interviews with participants, materials from the workshop website, cases written by participants, feedbacks and analyses on case discussions, and teaching records. The workshop carried out six discussion sessions on published cases and four on cases written by participants.
    The workshop was held in three stages. Stage One focused on the discussions of published cases while Stage Two was the preparation period for case writing. To alleviate the pressure on all the participants to write cases, engage in analyses, and provide feedbacks, the participants with case writing experiences were invited to share their experiences. Stage Three was dedicated to the sharing and discussion of cases written by participants themselves.
    The study discovered that the workshop was subject to the number of participants and the pressure of writing cases. The depth of discussions was determined by a number of factors: seniority of participants, teaching experience, interaction among participants, choice of cases, and cases being written.
    Case workshop proved to encourage teaching reflection and subsequently improve teaching practice. Through case discussions and writing, participants reflected on teacher-parent communication, interaction with cooperative teachers, support for special children, early childhood education system, as well as the working and teaching environment they were in. Teaching reflection involved self-reflection on the practice, belief of teaching, on interpersonal relationship, and on one's own ways of thinking and learning.
    Improvement in teaching practice was observed in teacher-parent communication, interaction with cooperative teachers, support for special children, and a higher level of emphasis on observation records. Case method also helped teachers understand how it was like to be in other people’s positions in a teaching scenario and develop a positive attitude towards all involved in teaching.
    It is hoped that this study will serve as a useful reference for future studies on case method and relevant subjects. It is also hoped that this study will encourage educational institutions in the field of early childhood education to promote and adopt case method so that early childhood education practitioners could pass on their experiences and enhance their professional development via case discussions and sharing.
    Key words: case method,case workshop, teacher professional development, teaching reflection, teaching practice

    目次 謝誌………………………………………………………………………………….I 中文摘要……………………………………………………………………………..II 英文摘要……………………………………………………….……………………III 目次…………………………………………………………………………………. IV 表次……………………………………………………………………….……….. VII 圖次…………………………………………………………………………………VII 第一章 續論..……….…………………………………………………..1 第一節 研究動機………………………………………………………………1 第二節 研究目的與問題………………………………………………………5 第三節 名詞釋義………………………………………………………………6 第二章 文獻探討………….…………………………..………………..7 第一節 案例教學法……………………………………………………………7 第二節 案例教學法在施資培育的應用………………………………………10 第三節 案例教學法促進教師專業成長………………………………………22 第四節 國內外案例教學法相關研究…………………………………………38 第三章 研究方法…………………………..…………...………….…..45   第一節 研究取向……………………………………………………………45   第二節 研究參與者…………………………………………………………47   第三節 案例工作坊運作方式………………………………………………49 第四節 資料收集方式………………………………………………………85 第五節 資料分析……………………………………………………………98 第六節 資料呈現方式………………………………………………………102 第七節 研究信實度…………………………………………………………103 第八節 研究者角色…………………………………………………………106 第九節 研究倫理與限制……………………………………………………107 第四章 研究發現…………………………..…………...…………….. 111 第一節 影響案例工作坊運作之因素………..……………..…….. .…111 第二節 幼教教師教學省思…………………………………………….…...131 第三節 幼教教師教學實務之促進…………………………………….…...153 第四節 教師專業發展原理與案例工作坊…………………………….…...180 第五章 結論與研究建議………………………………………………193 第一節 結論……………………………………………………………….…193 第二節 研究建議………………………………………………………….…196 參考文獻…………………………………………………………….….199 中文參考文獻…………………………………………………………………….…199 英文參考文獻…………………………………………………………………….…201 附錄…………………………………………………………………..…207 附錄一 研究邀請函…………………………………………………….………….207 附錄二 基本資料表……………………………………………………….…...…..210 附錄三 研究承諾書……………………………………………………….…...…..211 附錄四 個別訪談節錄…………………………………………………….….…....212 附錄五 案例討論內容節錄……………………………………………….…..…...213 附錄六 撰寫案例的要素……………………………………….…………….……215 附錄七 好案例的條件檢核表…………………………………………………......216 附錄八 月老師案例故事節錄………………………………………………….….217 附錄九 青老師案例故事節錄…………………………………………………..…221 附錄十 水老師案例故事節錄………………………………………………….….224 附錄十一 儀老師案例故事節錄………………………………………………..…227 附錄十二 亭老師案例故事節錄………………………………………………..…231   表次 表3-1 研究參與者基本資料表………………………………………………….…..48 表3-2 案例工作坊時間與主題表…………………………………………..….…..50 表3-3 案例討論實施步驟與實施重點………………………………………..….…56 表3-4案例討論議題表………………………………………………………............57 表3-5案例分析篇數統計表……………………………………………………....…59 表3-6第一次案例討小組成員表……………………………………………………62 表3-7賽車男孩回顧內容……………………………………………………………67 表3-8案例進行時間表……………………………………………………………….69 表3-9研究參與者回饋篇數分析…………………………………………………….69 表3-10案例撰寫教師及其案例名稱以及相關議題..……………………………….76 表3-11 個別訪談時間以及重點……………………………………………………..87 表3-12研究參與者訪談時間表…………………………………………..………….88 表3-13 案例分析篇數 ………………………………………………………….……91 表3-14 分析歸類命名表…………………………………………………………….101 圖次 圖2-1 知行思交融原理………………………………………………………………23 圖2-2 教師專業發展基本原理(知行思交融原理實施原則)……………………24 圖3-1案例故事及回應情形…………………………………………………………93 圖3-2案例網站相關資料……………………………………………………………94 圖3-3案例網站案例討論……………………………………………………………95 圖3-4案例網站中之案例撰寫………………………………………………………96 圖3-5案例網站中之討論區…………………………………………………………97 圖3-6 資料分析示意圖………………………………………………………...……99 圖4-1教師教學省思與教學實務在親師溝通之關係………………………………151 圖4-2教師教學省思與教學實務在合班教師互動之關係………………………….164 圖4-3 治療師回覆便利貼……………………………………………………...……167 圖4-4 親師聯絡簿………………………………………………………………...…172 圖4-5教師教學省思與教學實務在特殊幼兒輔導之關係………………………173 圖4-6教師教學省思與教學實務在重視記錄之關係……………………………178 圖4-7 教師專業發展基本原理(知行思交融原理)……………………………180 圖4-8教師專業發展原理(知行思交融理論)說明案例工作坊運作圖…….…186 圖4-9 案例工作坊發展原則…………………………………………………..…187 圖4-10 知行思交融模式與本研究之關係…………………………………….….190

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