運用案例教學法提升師資生教育心理學概念學用連結及反思之行動研究

Facilitating Students’ Reflections and Linkages Between Theory and Practice Through an Educational Psychology Course

理論與實務割裂及師資生缺乏反思是師資培育課程常見的問題，而研究顯示，案例教學法在學用連結及提升反思上扮演關鍵的角色。研究以教學者及48位師資生為參與者，運用案例教學法進行兩個循環教學實作、反思與修正的行動研究歷程。透過問卷調查、課室觀察、學生作業、晤談、回饋及教師自我省思，探究實施案例教學法的前後，師資生在學用連結表現及反思層次的變化情形，以及授課教師在教學過程中，其教學省思與專業成長的情形。本研究運用案例課前預習、課堂討論與檢討、課後作業與反思的模式，提供學用連結的引導及鷹架，可提升師資生的學用連結。同儕討論、專家內在思考結合分析型案例作業評分量尺，可強化師資生有意識檢視教學盲點的自我反思。運用行動研究結合案例教學，讓教學者從問題檢視、教學實踐與省思修正過程中，促進教學省思與專業發展。根據研究結果，提出有助於提升大學課程與教學品質的啟示：研發優質教學案例並檢證品質，進行引導與鷹架、明確程序、實作練習的案例討論，建構預習機制及具體作業評分量尺引導學習，採用教師評量、同儕互評、自評等多元評量方式。

A lack of reflection and a split between theory and practice are two common challenges in preservice teacher education programs. Research has shown that case methods can promote student reflections and link theory to practice. The participants of the present study comprised one instructor and 48 preservice teachers. An educational psychology course was conducted, and this course was proceeded by two cycles of action research that included instructional practice, reflections, and revisions. The researcher conducted questionnaire surveys and interviews, observed classrooms, assigned students classwork, and provided feedback to students. The instructor used self-reflection to explore the differences in the students’ linkage between theory and practice and their levels of reflection before and after the implementation of the case method, which provided guidance and scaffolding. The results indicated that the model of advance case preview, classroom discussion and review, and after-class assignments and reflection allows preservice teachers to improve their linkages between theory and practice. Moreover, peer case discussions, implicit thinking, and analytical case assignment rubrics can enhance preservice teachers’ self-reflection by enabling them to review blind spots in instruction. Combining case methods and action research allowed the instructor to reflect and develop professionally through problem awareness, instructional practice, reflection, and adjustment. The results of this study can be used to develop and verify quality instructional cases; conduct case discussions through guidance and scaffolding; conduct on-site practice; establish a suitable class structure and assessment rubrics to improve learning outcomes; and assess teachers, peers, and oneself.