科技教學內容知識融入師資培育課程──「班級經營」的教學實踐研究

Teaching Practice and Study of Technological Pedagogical Content Knowledge in the Teacher Education Course “Class Management”

研究者任教於臺灣南部一所同時培育師資生與產業人才的師範大學。本研究旨在探討：（1）如何在師資培育課程「班級經營」中實踐「TPACK（科技教學內容知識）」教學理念，以及（2）如何以「透明化科技」融入教學的方式，協助師資生在此課程中同時培養「班級經營」知能並體驗TPACK的學習情境。研究者應用「自我研究」的回溯、前瞻、分析以及整合四步驟，分析、探究以TPACK理論為基礎的「班級經營」課程設計、教學策略應用、教學實施效益與檢討改進歷程。為評估此課程的教學效益，研究者整理103至106共四學年度來自文學院、教育學院、科技學院和理學院不同院系共429位師資生的教學評量量化評分，並依據以下素養面向做為學生質性文字回饋的檢核架構：（1）教育部所公布的師資職前教育階段的五項「教師專業素養」、（2）十二年國教新課綱的三項「核心素養」、以及（3）資訊科技融入教學等三大面向。結果顯示，學生對教師教學表現有高度的評價，對於教學內容、教材教法、作業設計以及課程中的資訊科技運用也都有正向的體驗與感受。然而如何提高課程中所運用的多元質性評量的公平性和公信度，仍有待研究者深思並克服。研究者最後提出三點的後續教學研究改進省思與規劃，作為日後課程設計與教學研究的改進方向。

The researcher teaches at a normal university， located in southern Taiwan， known for cultivating pre-service teachers and professionals for industry and commerce. This study aims to investigate: (1) how to implement the teaching concept of TPACK (technological pedagogical content knowledge) in the teacher education course “Class Management”， and (2) how to integrate “transparent technology” in assisting pre-services teachers to obtain class management knowledge and to build the skills， as well as experience the learning environment of TPACK. By following the self-study procedure， namely retrospection， foresight， analysis， and integration， the researcher was able to design and develop TPACK-based Class Management curriculum and teaching strategies for the course. The researcher went on to implement and subsequently investigate the course based on teaching effectiveness， and then to review and improve the teaching process. The study summarized the teaching evaluations of a total of 429 pre-service teachers from different departments， covering from 103 to 106 four academic years. Evaluation of the course effectiveness was based on the following criteria: (1) the five categories of “Teacher Professional Qualities” for the pre-service teachers’ education; (2) the three major “Core Literacy” of the 12-year Basic Education; and (3) the content of integration of information technology into teaching. The teaching evaluation and student feedback showed that the teaching content， teaching materials， teaching methods， homework design， and cloud-based course operation generated positive experiences and feelings from the students. However， the question of improving the credibility of multiple qualitative assessments used in the course remains to be considered and addressed. In conclusion， the researcher put forward three points of reflection for follow-up teaching research improvement and planning with regard the direction of improvement for future curriculum design and teaching research.