本文選題：個(gè)案研究　切入點(diǎn)：“行動(dòng)—反思”教學(xué)模式　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教育實(shí)習(xí)課程是使師范生統(tǒng)整理論與實(shí)踐的課程,在師范教育中占有重要地位,它的實(shí)施是師范教育一直關(guān)注的焦點(diǎn)。本研究旨在探究臺(tái)灣D大學(xué)“行動(dòng)—反思”教學(xué)模式下小學(xué)教育實(shí)習(xí)課程的實(shí)施,即對(duì)課程實(shí)施的背景、過程及實(shí)效性進(jìn)行探究。導(dǎo)論部分主要闡述本研究的背景,包括臺(tái)灣地區(qū)教師教育的現(xiàn)狀,教育實(shí)習(xí)課程實(shí)施現(xiàn)狀及對(duì)其實(shí)施研究的必要性,和研究目的與意義。第一章,分別從“行動(dòng)—反思”、“行動(dòng)反思”教學(xué)的內(nèi)涵,實(shí)習(xí)學(xué)生的行動(dòng)反思學(xué)習(xí),“行動(dòng)—反思”教學(xué)與反思的機(jī)制,“行動(dòng)—反思”的應(yīng)用四個(gè)維度對(duì)相關(guān)研究進(jìn)行綜述,結(jié)合研究目的,確立研究問題。第二章,研究設(shè)計(jì)與方法。本研究以質(zhì)化研究為取向,主要采用個(gè)案研究法,以立意取樣的方式選取該大學(xué)花師教育學(xué)院課程系開設(shè)于2015—2016學(xué)年秋季學(xué)期小學(xué)教育實(shí)習(xí)課程作為本研究的個(gè)案。選取參與該課程的實(shí)習(xí)指導(dǎo)教師2位、實(shí)習(xí)輔導(dǎo)教師5位及其中的兩個(gè)實(shí)習(xí)小組所包括的9位實(shí)習(xí)學(xué)生作為研究對(duì)象。通過訪談、觀察、文本分析對(duì)“行動(dòng)—反思”教學(xué)模式下小學(xué)教育實(shí)習(xí)課程實(shí)施的背景、過程及實(shí)效性的相關(guān)資料進(jìn)行收集,借助Nvivo10質(zhì)性分析軟件對(duì)資料進(jìn)行類屬分析與歸納得出研究結(jié)果,采用“三角檢驗(yàn)法”對(duì)研究結(jié)果進(jìn)行檢驗(yàn)以確保研究的效度,制定研究倫理的注意事項(xiàng)。第三章,先闡釋臺(tái)灣D大學(xué)選擇將“行動(dòng)—反思”教學(xué)模式引入到教育實(shí)習(xí)課程的原因,再根據(jù)《課程實(shí)施要點(diǎn)》呈現(xiàn)臺(tái)灣地區(qū)小學(xué)教育實(shí)習(xí)課程的體系,剖析各個(gè)階段教育實(shí)習(xí)課程的聯(lián)系與區(qū)別,對(duì)該模式下教育實(shí)習(xí)課程設(shè)計(jì)的理念、標(biāo)準(zhǔn)、目標(biāo)進(jìn)行梳理。第四章,先通過對(duì)訪談與觀察記錄的整理呈現(xiàn)該課程實(shí)施的準(zhǔn)備和行動(dòng)階段。再通過對(duì)訪談、觀察記錄與文本從學(xué)生的學(xué)習(xí)成效及學(xué)習(xí)體驗(yàn)兩個(gè)維度呈現(xiàn)、分析課程實(shí)施的實(shí)效性。其中學(xué)習(xí)成效包括教學(xué)知識(shí)、教學(xué)技能和反思能力方面的成效,學(xué)習(xí)體驗(yàn)包括認(rèn)知體驗(yàn)和情感體驗(yàn)。第五章,研究發(fā)現(xiàn)“行動(dòng)—反思”教學(xué)有助于實(shí)習(xí)學(xué)生對(duì)教學(xué)知識(shí)的掌握、教學(xué)技能的獲得及反思能力的培養(yǎng),同時(shí)也能協(xié)助化解實(shí)習(xí)學(xué)生在實(shí)習(xí)過程中常有的挫折感,使學(xué)生學(xué)習(xí)時(shí)保持比較正向的情緒,獲得正面的學(xué)習(xí)體驗(yàn)。據(jù)此可判定“行動(dòng)—反思”教學(xué)模式下小學(xué)教育實(shí)習(xí)課程實(shí)施的過程較為流暢,實(shí)習(xí)學(xué)生的行動(dòng)、學(xué)習(xí)和反思得到了有效的落實(shí),使得該課程實(shí)施的實(shí)效性較高。但在此過程中仍存在:實(shí)習(xí)小組缺乏凝聚力,實(shí)習(xí)學(xué)生缺乏橫向反思能力,反思報(bào)告增添了實(shí)習(xí)學(xué)生課業(yè)負(fù)荷等問題。針對(duì)上述問題,研究者提出了加強(qiáng)橫向反思訓(xùn)練、加強(qiáng)行動(dòng)學(xué)習(xí)團(tuán)體運(yùn)作訓(xùn)練的策略及變化反思形式的建議。
[Abstract]:The educational practice course is the course which makes the normal school students integrate the theory and practice, and plays an important role in the normal education. Its implementation is the focus of normal education all the time. The purpose of this study is to explore the implementation of the primary school education practice curriculum under the "Action-Reflection" teaching mode in Taiwan's D University, that is, the background of the implementation of the curriculum. The introduction mainly describes the background of this study, including the current situation of teacher education in Taiwan, the status quo of the implementation of educational practice curriculum and the necessity of its implementation research, as well as the purpose and significance of the research. This paper summarizes the relevant studies from the four dimensions of "action-reflection", "action reflection" teaching, practice students' action reflection learning, "action-reflection" teaching and the mechanism of reflection, and the application of action-reflection. In the second chapter, the research design and methods are established. This study is oriented towards qualitative research, and mainly adopts case study method. In this study, we selected the primary education practice course in the fall semester of the academic year 2015-2016 as the case study, and selected 2 intern instructors who participated in the course, which were conducted in the fall semester of the academic year 2015-2016. Through interviews, observations, text analysis, the background of the implementation of the primary school teaching practice course under the "Action-Reflection" teaching model is analyzed, which includes 5 intern teachers and 9 intern students included in the two internship groups. The related data of process and effectiveness were collected, the data were analyzed and concluded by Nvivo10 qualitative analysis software, and the results were tested by "triangle test" to ensure the validity of the study. The third chapter explains the reasons why Taiwan D University chose to introduce the "Action-Reflection" teaching model into the educational practice course. According to the main points of Curriculum implementation, this paper presents the system of elementary school education practice curriculum in Taiwan, analyzes the relationship and difference between different stages of education practice curriculum, and gives the idea and standard of educational practice curriculum design under this model. Chapter 4th presents the preparation and action stage of the course through the collation of interview and observation records. Then through the interview, observation record and text are presented from the two dimensions of students' learning effect and learning experience. Analysis of the effectiveness of the implementation of the curriculum. Among them, the effectiveness of learning includes teaching knowledge, teaching skills and reflective ability, learning experience includes cognitive experience and emotional experience. 5th chapter, The study found that "Action-Reflections" teaching can help the students master the teaching knowledge, acquire the teaching skills and cultivate the reflective ability, and it can also help to resolve the frustration of the intern students in the process of practice. According to the positive emotion and positive learning experience, it can be judged that the practice course of primary school education in the mode of "Action-Reflection" is more smooth, and the action of the student can be determined. Learning and reflection have been effectively implemented, which makes the implementation of the course more effective. However, in this process, there is still a lack of cohesion in practice groups, lack of horizontal reflection ability of intern students, In view of the above problems, the researchers put forward some suggestions for strengthening the training of lateral reflection, strengthening the training of group operation of action learning and changing the form of reflection.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G652.4;G62-4

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 牟彥秋;;臺(tái)灣怎樣應(yīng)對(duì)“超低生育率”[J];兩岸關(guān)系;2016年02期

2 賈艷;;行動(dòng)反思教學(xué)模式在社會(huì)工作實(shí)務(wù)類課程教學(xué)中的探索與實(shí)踐[J];佳木斯職業(yè)學(xué)院學(xué)報(bào);2015年05期

3 霍秀文;;論小學(xué)數(shù)學(xué)教學(xué)中新課導(dǎo)入的有效方法[J];現(xiàn)代閱讀(教育版);2013年02期

4 張金磊;張寶輝;;游戲化學(xué)習(xí)理念在翻轉(zhuǎn)課堂教學(xué)中的應(yīng)用研究[J];遠(yuǎn)程教育雜志;2013年01期

5 陳燕;;反思性教育實(shí)習(xí)研究[J];福建師大福清分校學(xué)報(bào);2008年01期

6 吳格奇;;學(xué)習(xí)如何教:拓寬課程設(shè)計(jì)的視角——香港大學(xué)教育學(xué)院師范生教育實(shí)習(xí)反思話語(yǔ)分析[J];現(xiàn)代教育科學(xué);2007年01期

7 周中山;;臺(tái)灣地區(qū)教師教育的現(xiàn)狀分析[J];浙江教育學(xué)院學(xué)報(bào);2006年05期

8 謝丹;;論游戲與教學(xué)的整合[J];學(xué)前教育研究;2006年02期

9 李光樹;試論小學(xué)數(shù)學(xué)教學(xué)應(yīng)遵循的基本原則[J];課程.教材.教法;2001年12期

，

本文編號(hào)：1627013