應用案例教學於師資培育課程之行動研究－以教育人員專業倫理為例

Action Research on Case Method in the Teacher Program Course

本研究旨在探討在師資培育課程融入「案例教學」的情形，研究者在自己任教的「教育人員專業倫理」課程中，鼓勵學生製作案例影片，以期協助學生培養多元能力，同時達成課程目標。本研究採行動研究法，研究時間為2010 年9 月至2011 年1 月，資料蒐集的方法包括撰寫教師札記、教室觀察、文件蒐集及期末問卷調查。然後，藉由SPSS 統計軟體及質性分析軟體協助分析，所得結果如下：一、對案例教學法的肯定、期望師資生培養多元能力及課程屬性合適是實施影片案例教學的源起與考量。二、在師資培育課程中使用影片案例教學的步驟包括：（一）協助學生瞭解「案例」的意義及其價值；（二）提供影片案例之範例；（三）學生小組製作案例；及（四）學生小組呈現短片案例成果並進行全班討論。三、教師肯定在師資培育課程融入影片案例教學法，但未來可改進之處包括：案例的要求應更明確、應更落實個別學生之學習責任及加入同儕評量。四、學生對案例製作之作業相當肯定，他們覺得這項作業有助於他們瞭解倫理的內涵、發展製作短片的技巧及與人溝通合作的能力，同時，能引發上課的參與。另外，他們認為此作業負擔不大，建議在未來這門課程中，仍然保留此作業。五、學生在製作短片案例遇到若干問題，包括費時、小組成員不易安排共同時間及欠缺相關技術與經驗。他們建議教師未來繼續推動製作短片的作業、教導簡單的軟體與實作經驗，及小組成員由學生自覓。

The purpose of the research was to explore the case method in teacher program course, Professional Ethics for Teachers. There were 43 students in the course. The students were grouped, and each group was assigned to make a case video, in which they examined the ethical issues in education. The researcher applied action research, collected data through written notes, classroom observation, student feedback questionnaires, and students' videos and journals. The researcher used SPSS and Atlas.ti to analyze the data. The main findings are as followed: 1. The case video assignment supports the case method. The researcher expects that the students have learned the multiple skills through the case video project. 2. The procedures include: introducing the issues, providing videos as examples, assigning the students the case video assignment, having the students make and present their videos and have a class discussion. 3. There could have been several improvements on the instruction of the course. The issues that the students presented need to be more specific, the students' responsibilities on their own work should be valued, and the assignment requires additional peer evaluation. 4. The students approve the case method. The assignment helped them understand professional ethics for teachers while developing their movie-editing skills, cooperation skills, and communication skills. The students feel that it helped class participation. The students do not feel that the assignment was a burden and suggest that the assignment stay as a part of the curriculum. 5. The students had some problems with the assignment. The assignment was time consuming, and it was difficult for students to align their schedules together, and most students did not have movie-editing skills or experience to make the videos.