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Luo, Chia-Lin;Lin, shu-Chun
|Keywords: ||輔導活動教學實習;班級團體輔導;綜合活動學習領域;教室觀察訓練;自我調整學習策略;Instructional practice for guidance;Class group counseling;Integrated activity learning subject in area;Classroom observation training;Self-regulation learning strategy|
|Issue Date: ||2019-12-19T12:30:42Z
|Abstract: ||融合系統性教室觀察訓練與自我調整學習策略以促進輔導活動教學實習課程 之效益分析研究 本研究目的在於探尋有效提升大四的「輔導活動教學實習」課程之教學策略。研究動機為：一、輔導活動在教學方法與實施的特殊性須被正視，其乃促進個人發展內省智慧的課程與一般學科知識不同，難以完全適用知識學習導向的教學模式，卻又需運用教學方法方能施展，如何融合以利效能並縮短培用落差值得探究。二、輔導學系學生在大四已具個別諮商思維與操作模式，尚缺乏充足的班級團體帶領經驗，易以個別諮商的反應慣性用於大班級團體而招致困境，故有強化培訓之必要。三、面對當前教師就業機會增減情勢，學生學習動力深受影響，故需發展不同教學策略以培養學生適當的學習價值。故本研究以系統性教室觀察訓練，促進學生具備有效教學歷程之思維以推展班級團體輔導歷程，並採自我調整學習策略讓學生為個人學習賦能。擬透過兩學分共十八週的教室內課程訓練、網路平台學習、小組合作學習和中學實作與中學教師之臨床教學視導示範等混成學習模式，分析量性與質性資料綜論其學習效益，以回饋團體輔導相關課程和融入本校師資培育長期特色計畫之參考。
Effectiveness Analysis of Systematic classroom observation training and Self-regulation learning strategy to improve instructional practice course for students majoring guidance. The purpose of this study is to explore effective ways to improve the teaching strategies of the instructional practice for students who majoring guidance. The research motivation is as follows. First, the particularity of guidance in teaching methods and real practice must be faced. It is the course that fosters individual development which is different from the general subject knowledge. Thus, it is difficult to fully apply the knowledge-oriented teaching model, yet still needs teaching methods to apply. Therefore, how to integrate to facilitate teaching effectiveness and shorten the gap of pre-service teacher training and practicum is worthwhile to be discussed. Second, seniors in counseling department already have individual counseling thinking and practice model, yet they still lack of adequate experience of leading a class as a group, which may lead to difficulties. Therefore, we should improve the training . Third, in the face of the current situation of sharp increase or reduction in teacher employment opportunities, students’ learning motivation is profoundly influenced. Thus, it is necessary to develop different teaching strategies to foster students' appropriate learning values. As a result, this study uses systematic classroom observation training to foster students' thinking in effective teaching process, along with adopting self-regulation learning strategy to empower students’ individual learning. It uses a total of 18 week, two credits, to conduct the blended learning model which includes inside classroom course training, online learning, group cooperation learning, teaching practice and observations by secondary schools’ teachers . Then, quantitative and qualitative data analysis is used to evaluate its teaching effectiveness so as to give feedback to group counseling courses and serve as a reference of teacher-training program and education.
|Relation: ||計畫編號：PED107078; 研究期間：201808-201907教育部教學實踐研究計畫|
|Appears in Collections:||[本校出版品] 教育部教學實踐研究計畫成果|
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