教師線上社群之知識庫規劃與建置(2/3)
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Date
2006-04-27
Authors
林美娟
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Abstract
本研究旨在規劃與建置一個教師社群網站的知識庫及其周邊功能，所欲探討的主題包含：(1)一個社群網站應提供哪些具體的知識內容方有助於提升教師的專業表現？(2)應如何記錄、儲存、與呈現這些知識方有利於教師的查詢與取用？(3)應提供哪些溝通工具與管理機制使教師們願意在這個線上社群互相討論、分享與傳承個人的知識與經驗？以及(4)所建立的知識庫與溝通工具能否有效提升教學表現？其主要效益為何？本計畫由93年8月份起分三年執行。在第一年的計畫執行期間，我們已完成國文科的學科知識庫(Content Knowledge Base）之規劃、建置、與使用效益評估。本年度（第二年）的研究重點則在於規劃與建置教學知識庫(Pedagogical Content Knowledge Base）。教學知識庫的功能圍繞第一年所完成的學科知識庫而建置；換言之，每一項教學知識項目均適當地連結至以範文相關知識為主體之學科知識庫。如此整合學科知識與教學知識的做法有助於資料的儲存與查詢。本系統已於國立台灣師範大學國文系的教學實習課程中進行系統試用與功能評估。該課程之任課教師及49 位同學參與本項實驗研究。實驗過程中，這些學生在任課老師的要求下利用本系統繳交教案、學習單、講義、評量講義、教學日誌等作業。此外，學生在課堂上所做的教學練習以及在實習學校所進行的教學活動，亦均錄製為教學錄影片上傳至本系統。任課教師本人亦透過本系統對於同學所上傳的教學文件與教學錄影片提供及時回饋，亦鼓勵同學們針對自己和同儕所提供的教學文件或錄影片進行自評與互評。系統試用結束後所做的問卷調查與訪談顯示本系統有助於提昇該課程的運作效率，並有益於學生的職前教學訓練。
Abstract. In this research we developed a pedagogical content knowledge (PCK) sharing system to support a teaching 3 practicum course which was taken by 49 students being trained to become Chinese language arts teachers at secondary schools. The system dynamically collects and stores PCK items created by students as the course proceeds through the entire semester. The items include lesson plans, student worksheets, handouts, tests, journals and video clips of students' teaching practices. These items are structured around an underlying content knowledge (CK) database which stores more than 200 pieces of writings and related knowledge. As such, each PCK item is put in a meaningful context for evaluation and discussion. Related functionalities provided by the system include a My Wok Area where each student can manage his/her own PCK works, online journals for students to write down reflections on their teaching practices, message boxes associated with PCK items which allow the instructor to give timely feedback to students about each item and classmates to make comments on it, and a discussion forum whose postings are traceable from CK or PCK items. Results from user interviews, a questionnaire survey and observation about users'on-line behavior all confirm that this system helps the course to function much more effectively.
Abstract. In this research we developed a pedagogical content knowledge (PCK) sharing system to support a teaching 3 practicum course which was taken by 49 students being trained to become Chinese language arts teachers at secondary schools. The system dynamically collects and stores PCK items created by students as the course proceeds through the entire semester. The items include lesson plans, student worksheets, handouts, tests, journals and video clips of students' teaching practices. These items are structured around an underlying content knowledge (CK) database which stores more than 200 pieces of writings and related knowledge. As such, each PCK item is put in a meaningful context for evaluation and discussion. Related functionalities provided by the system include a My Wok Area where each student can manage his/her own PCK works, online journals for students to write down reflections on their teaching practices, message boxes associated with PCK items which allow the instructor to give timely feedback to students about each item and classmates to make comments on it, and a discussion forum whose postings are traceable from CK or PCK items. Results from user interviews, a questionnaire survey and observation about users'on-line behavior all confirm that this system helps the course to function much more effectively.