師培課程融入數位教學之行動研究：以教學原理課程為例

Action Research on Integrating Digital Teaching into Teacher Education Course: Taking Teaching Principles as Example

本研究旨在以行動研究法探討一位師培教授在其教授的「教學原理」課程中融入數位教學以促進師資生數位教學素養的情形與結果。「教學原理」是一門2學分的必修課，修課人數為修習國小教育學程的60位學生。研究者藉由參與觀察及撰寫教學札記、訪談修課學生、專業學習社群討論、師資生數位教學素養期初期末問卷、學生作品與作業、課程LINE群組和個別學生聊天紀錄並蒐集其他相關文件等方式進行資料蒐集，再根據資料性質分別以獨立樣本t檢定及歸納法進行分析，所得結論如下：1.師培教授先進行數位教學增能，再依循教學原理實踐數位教學，具體的活動包括：教學目標加入增進數位教學素養、授課大綱調整、上課環境更數位化、依循教學原理的多元教學、作業要求數位融入以及其他融入。2.師培教授在課程中融入數位教學遇到的問題包括：不熟悉數位設備操作、不熟悉數位軟體使用、課程定位與教學內容的取捨及學生借用iPad意願低。師培教授透過課前練習、社群研討並尊重學生使用學習載具的習慣來解決問題。3.在師培課程中融入數位教學有助於增進師資生的數位教學素養。4.師培教授與師資生對於在「教學原理」課程中融入數位教學均表肯定。

This study employs action research to explore the integration and outcomes of digital teaching in a ''Principles of Teaching'' course, aiming to enhance the digital teaching competency of pre-service teachers. This 2-credit required course enrolled 60 students in an elementary education program. Data were collected through participant observation, interviews, discussions, questionnaires, student work, and chat records, and analyzed using t-tests and inductive methods. The conclusions are as follows: 1. The teacher educator enhanced his digital teaching skills and incorporated digital methods aligned with teaching principles, adjusting the syllabus, and digitizing the classroom environment. 2. Challenges included unfamiliarity with digital tools, balancing course content, and students' reluctance to use iPads. Solutions involved pre-class practice, community discussions, and respecting students' device preferences. 3. Integrating digital teaching improved pre-service teachers' digital competency. 4. Both the educator and students expressed positively feedback on the integration of the digital teaching.