SPE融入教學實習課程增進國小師資生學習成效之行動研究

Abstract

研究者近二十年的教學實習課程授課經驗與觀察發現，課程中在理論與實踐相互交流轉化、國小教學現場完全沉浸薰陶、學校情境真實角色體驗等具有其重要性，但是實際落實程度卻有所不足。為改善前述問題，研究者結合三明治課程、專業發展學校和體驗學習的概念，重新設計與實施SPE融入國小師資生教學實習課程。故本研究旨在探究SPE融入國小師資生教學實習課程方案成效以及經過修正後所提的有效課程方案內涵。為達前述目的，本研究在課程上重新整合規劃為三個階段，分別為大學教學準備與學習、國小體驗學習、大學評估與回饋。在每一階段的課程實施過程，分別使用量化與質性工具進行資料蒐集、分析、反省與修正。所得結論如下：（1）SPE融入教學實習課程方案確實能夠改善教學實習課程所遭遇的理論與實踐相互交流轉化不足等問題，有效提升師資生專業實踐知能。（2）SPE融入教學實習課程方案在實施與修正後，確立有效的三階段課程方案。（3）第一循環行動研究雖然顯示課程方案的有效性，但也發現新的問題，如準備階段缺少學生參訪時的入班觀察和觀議課表格的使用訓練等，將作為下一循環行動研究之改善與探究的重點。 The researcher's teaching experience and observation of teaching practice courses for nearly 20 years found that the mutual exchange and transformation of theory and practice in the course, complete immersion in the teaching scene of elementary school, and real role experience in school situations are important, but the actual degree of implementation is of great importance. But it's not enough. In order to improve the above-mentioned problems, the researcher combined the concepts of sandwich curriculum, professional development school and experiential learning to redesign and implement the SPE integration into the teaching practice curriculum of elementary school teachers and students. Therefore, this study aims to explore the effectiveness of SPE's integration into the teaching practice curriculum plan for elementary school student teachers and the connotation of the effective curriculum plan proposed after revision. In order to achieve the aforementioned purpose, this study reintegrated the curriculum into three stages, namely university teaching preparation and learning, elementary school experiential learning, and university evaluation and feedback. In each stage of the course implementation process, quantitative and qualitative tools are used to collect, analyze, reflect and revise data. The conclusions are as follows: (1) The integration of SPE into the teaching practice course program can indeed improve the problems of insufficient exchange and transformation of theory and practice encountered in teaching practice courses, and effectively improve the professional practice knowledge of student teachers. (2) After the implementation and revision of the SPE integration teaching practice curriculum plan, an effective three-stage curriculum plan is established. (3) Although the first cycle of action research shows the effectiveness of the curriculum plan, it also finds new problems, such as the lack of class entry observation during student visits and training in the use of the observation class form during the preparation stage, which will be used as the focus of improvement and inquiry in action research of the next cycle.