大學教師教學創新：行動研究取向的實踐與反思

Teaching Innovation of Lecturers in colleges: Practice and Reflection Based on Action Research

近十幾年，教師的創新教學受到許多大學的重視。什麼是創新教學？大學教師為什麼要創新教學？大學教師應如何實施創新教學？對於非教學研究專長的教師而言，引導式的教學創新之推動，有其重要性。有鑑於此，筆者以行動研究的概念為基礎，推動行動研究取向的教學創新。首先，定義創新教學的意涵與必要性。其次，具體規劃教學創新的實施歷程與執行要點，並提供範例供教師參考。分析學生意見調查結果，參與創新教學教師的教學表現與創新教學成效，大致獲學生正面肯定。不過，教師於教學實踐過程及課程結束後的省思之深度，明顯較為薄弱。因為如此，筆者針對行動研究取向教學創新的引導，提出應予強化的具體項目。教師在執行教育部教學實踐研究計畫時，也可運用筆者所提出的行動研究取向的教學創新策略和技巧。

"Teaching innovation of lecturers has been increasingly emphasized by colleges over the past decade. What is teaching innovation? Why is teaching innovation necessary for lecturers in college? How to innovate teaching practice? It is important to promote “guided teaching innovation” for lecturers whose expertise and professional backgrounds are not at the area of teaching research. Accordingly, the author tried to promote teaching innovation of action research approach. First, he defined teaching innovation and argued its necessity based on the theories of action research. Second, he concretely planned the process and skills of teaching innovation, and provided examples for lecturers’ reference. According to the results of questionnaire survey, the performance and teaching effects of lecturers who participated in teaching innovation were generally recognized by students. However, lecturer’s self-reflection in/ after teaching was obviously weaker and should be substantially improved. In the light of this, the author proposed several suggestions which could improve the guidance of teaching innovation of action research approach. Lecturers can also employ the strategies and skills of teaching innovation of action research approach proposed by the author when conducting “Project of Teaching Practice Research” supported by the Ministry of Education."