國中教師使用標準介入語文補救課程之教學適應歷程
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2015
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本研究旨在瞭解執行「語文精進課程」的教師在補救教學中所面臨的困難、挑戰、調整和因應方式，本研究以3所國中教師的教學歷程為個案來探討參與「國中語文精進教材」教師教學適應歷程。本研究採質性取向之個案研究設計。研究者以質化資料描述教師對教學與學生學習的詮釋。質性資料來源包含6次訪談記錄、6份輔導會議紀錄與6次研究者札記。
研究者先以開放編碼的方式，持續閱讀訪談逐字稿、輔導會議紀錄和研究札記，再形成主軸編碼，將資料分為「低成就學生學習」、「教學策略與詮釋」、「因應與調整策略」、「信念與角色的轉變」、「生態因素」等…面向，再逐步形成次級編碼，以敘說3位教師的適應歷程。
初步研究結果顯示3位個案教師：琥珀老師、浮島老師和白浪島老師參加方案一年後，由「教師中心」、「較少使用班經策略」、「講述教學法」、「重視文意、情意」和「重視原班成績」之教學取向，產生新的教學信念和教學行為。琥珀老師調整方面「對補救教學目標」、建立「增強制度」、使用「問答討論教學法」，並再沉潛蟄伏階段，思考補救教學目標和信念；浮島老師則調整為「學生學習中心」，對於「補救教學目標和信念」、「對低成就生的能力認知」和「問答討論教學法」受語文精進課程的專業引導下而有所轉變；而白浪島老師在參與過程中，對於「補救教學目標和信念」、「對建立低成就生自信的策略」有明顯轉變，在原本的講述教學中兼採「問答討論教學法」，並增加更多「語文教學策略」。琥珀、浮島和白浪島三位老師，都有不同程度的將所學跨情境運用於原本的國文教學工作中。
最後，促使三位教師轉變和調適的影響因素有「課程輔導員的引導」、「教師實際教學體驗」、「低成就學生表現與回饋」和「教師自我檢核機制 (包含教學實況影帶回顧、教師自我檢核表) 」，引發老師對自我教學的重新覺察和審視自己補救教學的主要目標和教學方式，以改善教學品質。這一年的教學適應歷程可略分為：「教學原型階段」、「摸索試探階段」、「調整節奏階段」和「熟悉因應/沉潛蟄伏階段」，分三種不同的適應型態，「迴旋沉澱型」、「試驗修正型」和「參照調整型」。
最後，本研究基於研究發現、研究結果和研究限制，對未來研究以及補救教學實務工作提出相關建議，以供參考。
The purpose of this study is to understand the difficulty, challenges, coping approach and adjustment of the teachers who taught Chinese remedial class with standard "Literacy First Program"(LFP).Three teachers participating in LFP professional training were invited as the cases in this study. They were interviewed to recall their experience during the process of participating in teaching LFP. There are 6 interview records, 6 records of professional development session of LFP and research notes.All the data were analyzed to follow the methodology of case study. The qualitative data was coded into five major issues: Learning of students with low achievement, coping and adjusting strategies, teaching strategies and interpretation of teaching, change of faith and role of Chinese teaching, and ecological factors. Three teachers were renamed as the characteristics of their stories, such as Amber, Floating Island, and White Wave Island. They participated in the LFP for one year, their teaching moved from the tendency of "teacher-centered approach", "less caring of class management strategy", "didactic teaching", "value of meaning and affective", and "value of grade" into the new faith and behaviors. Teacher Amber adapted her goals of remedial class, established reinforcement system for her class, and followed the LFP protocol to use inquiry teaching method. In the whole year, she remains reflecting the goals and faith of remedial teaching. Teacher Floating Island, she adapted her teaching as "student-center approach", and made obvious changes in "the goals and faith in remedial teaching", "recognition of low-achievement students' potential ", and "inquiring teaching method". Moreover, she appeared more variety of "teaching strategies and class management" compared with those in the past. Teacher Brownsea Island changed greatly in respect with "the goals and faith in remedial teaching", "strategies to establish low-achievement students' self-confidence". Her didactic teaching also adapted into "inquiring teaching method", and increased more "language teaching strategies". All of them applied into their original Chinese class with what they have learned in the LFP with different levels. The factors related to their change and adjustment are "the guidance of coaching teacher of LFP," "original teaching experience," "the performance and feedback of low-achievement students," and "the mechanism of teachers’ self-monitoring used in the professional development to facilitate them to reflect teaching, to review goals and teaching of remedial teaching and to improve teaching quality. The adjusting process of this year can be divided into three different stages : the stage of original teaching, the exploratory stage, "the stage of adjusting teaching speed," and "the stage of mastering or reflecting." Three different adjusting patterns were concluded into "the convolution and contemplation type," "the test and correction type," and "the reference and adjustment type." At last, on the base of findings and limitations, the recommendations towards future study and practice work of remedial teaching are made.
The purpose of this study is to understand the difficulty, challenges, coping approach and adjustment of the teachers who taught Chinese remedial class with standard "Literacy First Program"(LFP).Three teachers participating in LFP professional training were invited as the cases in this study. They were interviewed to recall their experience during the process of participating in teaching LFP. There are 6 interview records, 6 records of professional development session of LFP and research notes.All the data were analyzed to follow the methodology of case study. The qualitative data was coded into five major issues: Learning of students with low achievement, coping and adjusting strategies, teaching strategies and interpretation of teaching, change of faith and role of Chinese teaching, and ecological factors. Three teachers were renamed as the characteristics of their stories, such as Amber, Floating Island, and White Wave Island. They participated in the LFP for one year, their teaching moved from the tendency of "teacher-centered approach", "less caring of class management strategy", "didactic teaching", "value of meaning and affective", and "value of grade" into the new faith and behaviors. Teacher Amber adapted her goals of remedial class, established reinforcement system for her class, and followed the LFP protocol to use inquiry teaching method. In the whole year, she remains reflecting the goals and faith of remedial teaching. Teacher Floating Island, she adapted her teaching as "student-center approach", and made obvious changes in "the goals and faith in remedial teaching", "recognition of low-achievement students' potential ", and "inquiring teaching method". Moreover, she appeared more variety of "teaching strategies and class management" compared with those in the past. Teacher Brownsea Island changed greatly in respect with "the goals and faith in remedial teaching", "strategies to establish low-achievement students' self-confidence". Her didactic teaching also adapted into "inquiring teaching method", and increased more "language teaching strategies". All of them applied into their original Chinese class with what they have learned in the LFP with different levels. The factors related to their change and adjustment are "the guidance of coaching teacher of LFP," "original teaching experience," "the performance and feedback of low-achievement students," and "the mechanism of teachers’ self-monitoring used in the professional development to facilitate them to reflect teaching, to review goals and teaching of remedial teaching and to improve teaching quality. The adjusting process of this year can be divided into three different stages : the stage of original teaching, the exploratory stage, "the stage of adjusting teaching speed," and "the stage of mastering or reflecting." Three different adjusting patterns were concluded into "the convolution and contemplation type," "the test and correction type," and "the reference and adjustment type." At last, on the base of findings and limitations, the recommendations towards future study and practice work of remedial teaching are made.
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Keywords
標準介入, 補救教學, 教學適應歷程, 個案研究, standard intervention model, remedial teaching, adjusting process of teaching, case study