一名華語實習教師的實習歷程與反思敍事探究

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題名:	一名華語實習教師的實習歷程與反思敍事探究 The Experience and Reflection of a Student-Teacherof Chinese as a Second Language: A Narrative Inquiry
作者:	陳秀瑜 Chen, Hsu Yi
貢獻者:	華語文教學碩士學位學程
關鍵詞:	敘事探究實習教師教師實踐知識反思 Narrative inquiry student teacher teacher practice knowledge reflection
日期:	2015-06
上傳時間:	2015-07-29 14:04:15 (UTC+8)
摘要:	教師個人的實踐知識來自實踐經驗，經驗指導教師教學也影響其未來之教學發展。經驗是一個連續性的歷程，故要深入了解教師發展應從其教學生活中探求，為貼近教師經驗，本研究採敘事探究法，即以故事敍說的方式對教師教育生活進行研究，透過對研究者擔任新手教師階段（個人探索教學與接受實習教學輔導階段）之專業學習經驗的梳理與探討，研究之目的旨在探究華語教師教學發展的各種形貌。本研究根據新手教師發展階段論、教師實踐知識與反思等理論，探究下列問題：一、華語實習教師教學發展的內涵為何？；二、華語實習教師之教學困境為何？如何克服？；三、影響華語實習教師教學發展之因素為何？；四、華語實習教師的專業成長面向為何？研究結果顯示：華語實習教師的教學發展，因角色轉換、教學震撼、教學知能不足、受過去之經驗影響或個人特質等成因，形成教學初期極度焦慮與不適應，但強調實務操作的教育實習，則能有效的協助實習教師教學心理的調適和增進教學能力；教材設計過程與反思性實踐教學，則極利於實習教師對教學實踐有全盤性的理解與促進專業成長；另外值得重視的，透過敘事方式讓教師發聲，將激發教師個人主體意識，引領教師對其專業發展，有更深層的省思及認知。 Individual practical knowledge of a teacher comes from his /her experience. Individual experience leads a teacher in teaching and also influences his /her future teaching development. Given that experience is an ongoing journey, research must be done about the teacher’s education experience to further predict his/her future instructing development. In order to know about a teacher’s experience, this research uses the narrative inquiry method which involves the study of a teacher’s life in the form of telling a story. This is done by recognizing and discussing the professional learning experience of a novice teacher (not only did the teacher explore teaching by herself, but the teacher also had coaching from an experienced teacher) to learn different situations of Chinese teachers’ teaching development. This research studies the following questions by referring to novice teacher development stage theory and teacher practical knowledge, reflection, etc.: Firstly, what are some associations of Chinese student teachers’ teaching development? Secondly, what are various dilemmas in Chinese student teacher’s teaching development; and how can a student teacher overcome them? Thirdly, what are the factors that influence Chinese student teacher’s teaching development? Fourthly, what’s the professional growth orientation of Chinese student teacher? The results show that there are extreme anxiety and maladjustment problems in the initial stage because of: shifting roles, teaching shock, insufficient knowledge or ability, and influence of prior experience/personality. However, internship that focuses on practical operations do greatly and effectively assist Chinese student teacher with adjusting his/her mentality and furthermore, improving teaching abilities. Class curriculum design and effective practice teaching is beneficial for Chinese student teacher to thoroughly understand teacher practice knowledge, and to promote teacher’s professional development. In addition, the narrative inquiry method allows the teacher to be more involved in an expressive way and deliver better his/her own concepts. This also helps stimulate the teacher’s individual thought process, which enables him/her to enhance his/her cognition and make further reflection on career development.
顯示於類別:	[中國文學系博士班碩士班] 博碩士論文

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