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研究生: 謝嘉悅
Tse, Ka-Yuet
論文名稱: IB教育哲學對 DP中文B教師職前培育之敘事探究
A Narrative Inquiry into the Effects of IB Philosophy on the Training of Pre-service IBDP Chinese B Teachers
指導教授: 蔡雅薰
Tsai, Ya-Hsun
口試委員: 林振興
Lin, Zhen-Xing
蕭士軒
Hsiao, Shih-Hsuan
蔡雅薰
Tsai, Ya-Hsun
口試日期: 2022/07/08
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 237
中文關鍵詞: IB教育哲學國際文憑大學預科中文B職前教師教師培育敘事探究
英文關鍵詞: IB Educational Philosophy, IBDP Chinese B, Pre-Service Teachers, Teacher Training, Narrative Inquiry
研究方法: 敘事分析
DOI URL: http://doi.org/10.6345/NTNU202200888
論文種類: 學術論文
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  • 本研究聚焦IB教育哲學中國際情懷及IBLP進行探究,發現IB從共善出發,思考我、我與他人、我與世界的課題。希望學習者學習知的能力、學習動手做、學習實現自我從而學會與自己和平相處,推而廣之透過對自身與他人文化的批判性欣賞學會與他人相處、共存、減少偏見。IBO以教學與學習方法指導教師透過課程達到學習者培養目標,幫助學生踏上國際情懷之路。
    中文B作為語言習得領域學科之一,是達致國際文憑培養「善於交流」目標的手段,也是跨文化理解的核心。語言學習可豐富學習者的詞彙與思考,支持學習者創造具有推動力的理由。語言習得回應全球多語教育的浪潮,開拓學習者對世界的理解、支持學習者體驗不同語言習慣下的世界。從而幫助學習者理解其他人,與使用不同語言的人共享想法。中文B教師在設計課程時應考慮如何運用其他類別的學習方法技能加強學習者各項交際能力。
    研究者透過自我述說,探究自身建構IB教育認知的歷程:前三階段建構IB教育哲學與實作中各面向的知識與主題,第四階段以概念的方式重新感知學習者培養目標,展示出對學生的關注。透過理論與經驗的對話,研究者發展出IB教育哲學網狀認知的雛型以及與IB專業的感情聯繫,反映相關機構所提供的教師訓練有效提升研究者的教師專業。
    本研究針對IB職前教師培育提出數項建議:師培機構組建師培生線上分享平台,延長IB培訓時間,師培機構中的教師分享授課反思歷程;職前IB教師應發揮教師能動性,跨項目、跨學科探究IB教育哲學與實作,致力成為探究型教師以提升自身IB教育專業。

    This study focuses on international mindedness and IBLP in IB educational philosophy and finds that IB starts from the common good and emphasizes the connections between individuals, others, and the world. IB expects that learners will acquire the ability to know, learn by doing, learn to have self-fulfillment, to live in peace with themselves, which extends into living with others, coexisting, and reducing prejudice through critical appreciation of their own and other cultures. IBO guides teachers with abilities of teaching and learning methods (ATTs & ATLs) to achieve the goal of learner training through courses, and help students embark on the road of international mindedness.
    As one of the subjects in Language Acquisition, Chinese B is a method to achieve the goal of "communicators" in IBLP, and the core of intercultural competence. Language learning enriches learners' vocabulary and thinking, supporting learners to create reasons to become motivated. Language Acquisition responds to the global wave of multilingual education, expands learners' understanding of the world, and supports learners to experience the world under different linguistic environments. This helps learners understand others and share ideas with people who speak different languages.
    The researcher explored the process of constructing IB education through self-narration: the first three stages constructed knowledge and themes of different aspects of IB educational philosophy and practice, and the fourth stage re-perceived learners' training goals in a conceptual way, focusing attention on students. Through dialogue based on theory and experience, the researcher developed a network-like cognitive prototype of IB educational philosophy and the emotional connection with the IB profession, reflecting that the teacher training provided by the relevant institutions effectively enhances the teaching professionalism of the researcher. At the same time, the researcher also provides the IB community with the perspective of pre-service teachers on the philosophy and practice of IB education.
    This study concludes with the cultivation of IB pre-service teachers with the following suggestions: teacher training institutions establish an online sharing platform for pre-service teachers, extension of the IB training time, sharing the teaching and reflection process by teachers in teacher training institutions; and pre-service teachers should be equipped with teacher agency to have “interprogram” and interdisciplinary exploration of IB philosophy and practice, with the goal of becoming an inquiry-based teacher to improve their professionalism in IB education.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 2 第三節 名詞解釋 3 第二章 文獻探討 5 第一節 IB教育哲學 5 第二節 IBDP中文B 44 第三節 職前教師和職前IB教師的研究 58 第四節 敘事探究 74 第三章 研究方法 81 第一節 自我述說 81 第二節 蒐集資料的方法及編碼 83 第三節 資料整理與分析 85 第四節 如何說故事 87 第四章 發現與討論 91 第一節 自我敘述——課程設計與IB教育哲學知識建構之路 91 第二節 研究者職前IB專業成長之路 160 第五章 結論與建議 166 第一節 結果與反思 166 第二節 建議 169 參考資料 173 中文參考資料 173 英文參考資料 177 附錄 182

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