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請使用永久網址來引用或連結此文件:
http://ir.ncue.edu.tw/ir/handle/987654321/20041
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| 題名: | 跨領域教學應用與實作/教育部109年度教學實踐研究計畫-以同步視訊和PBL融入跨領域教學應用與實作的師培課程方案培養師培生跨領域教學實作能力之探究 |
| 作者: | 劉世雄
Shih-Hsiung Liu |
| 貢獻者: | 師資培育中心 |
| 關鍵詞: | 專題導向學習;同步視訊;跨領域教學;師資培育;project-based learning;synchronous videoconferencing;interdisciplinary instruction;teacher education. |
| 日期: | 2021
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| 上傳時間: | 2024-02-29T12:33:47Z
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| 摘要: | 師資培育課程需要培養師資生符合教育情境需求的跨領域教學能力，但由於疫情或時空限制，在前往教育現場探究情境問題時產生困難。師培工作者可以邀請學校專家教師，以同步視訊融入專題導向學習策略，輔導師資生了解學校情境問題與設計跨領域教學方案。本研究以一門師培課程進行探究，以同步視訊融入專題導向學習為策略，藉由師資生在跨領域教學方案實作的學習過程與學習成果之整體學習成效的了解，探討此方案設計是否適用於師培課程。共有14位師資生同意參與。在學習過程中，由焦點團體訪談和參與知覺問卷分析發現，師資生起初願意在專題導向學習中接受挑戰，但因不具經驗而感受到壓力。師資生不斷透過視訊與專家教師對話以及一起思考問題，最終，澄清專題導向學習的概念，也在視訊融入專題導向學習的認知功能、投入行為和小組合作上，均有正向的參與知覺。另外，師資生的跨領域教學方案經過評分後，均達精熟程度的學習成果。專家教師的線上引導促進師資生積極投入行為是師資生整體學習成效的關鍵因素，再從師資生的學習過程和學習成果推估，同步視訊融入專題導向學習培養師資生跨領域教學方案實作能力是可行的師培方案。
"Teacher education courses should equip teacher education students (TESs) with the competence to design
interdisciplinary instructions based on school situation. However, there are some barriers to accessing situation
due to the limits of covide-19 epidemic as well as time-and-space. Teacher educators could invite expert teachers
being mentors and further integrate synchronous videoconferencing into project-based learning (PBL) to advise
TESs in interdisciplinary instruction programs. This study developed a strategic program, namely integrating
videoconferencing into PBL, and explored the performances of TESs in PBL as well as the effectiveness of
designing interdisciplinary instruction program for identifying the feasibility of the program for teacher
education. A total of 14 TESs enrolled in the course. According to the results of data analysis, TESs, in the initial
period, showed high willingness to challenge and however, perceived stress later due to unfamiliar with PBL. The
expert teachers constantly provided with online guidelines, and even collectively figured out situational problem
with TESs. The TESs finally clarified the concepts of PBL and performed positive perceptions on the facets of
foundation cognitive, learning behavior, and team cooperation on PBL. Moreover, the task regarding
interdisciplinary instruction program achieved high effectiveness according to three expert teachers. The expert
teachers’ online guidelines that facilitated TESs’ positive learning performances were the key element of
learning effectiveness. The program of integrating synchronous videoconferencing into PBL to foster TES with the
competence of designing interdisciplinary instructions was identified to be feasible for teacher education." |
| 顯示於類別: | [本校出版品] 教育部教學實踐研究計畫成果
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文件中的檔案:
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大小 | 格式 | 瀏覽次數 |
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| 成果報告-109099-劉世雄.pdf | 540Kb | Adobe PDF | 25 | 檢視/開啟 |
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