師資生採用學生回應教學活動為表現證據的方法進行觀課與議課之研究

An Investigation on the Methods of Classroom Observation and Further Post-Teaching Debriefing Based on Young Students’Responses to Teaching Activities by Teacher Education Students

坐在教室後面觀察教師教學行為的傳統觀課方式，難以讓師資生從察覺學生對教材內容的理解過程與問題去思考可用的教學方法。本研究發展「學生回應教學活動為表現證據的方法進行觀課與議課」之作法，協助師資生察覺學生問題與教學活動之關聯，本研究目的在於探討師資生採用上述方法時的過程表現與其教學設計能力的改變知覺。本研究以一門「教學專業實作」的師培課程之選課師資生作為研究對象，共22人，分成6組，各配對固定一國中班級，每組3至4人，輪流進行教學與觀課以及課後議課，在110學年度第二學期共進行三次循環。本研究採用混合方法研究設計，除了蒐集師資生觀課記錄進行分析外，也發展教學活動設計自我效能問卷以及開放式回饋問卷。研究發現師資生的觀課紀錄已達到精熟程度，分析能力雖有顯著進步，但未達精熟程度；師資生教學設計能力亦有所成長，而觀課蒐集的證據和議課分析是成長的重要來源。

Traditional methods of classroom observation, such as sitting at the back of the classroom, often pose challenges in guiding teacher education students (TESs) to think useful teaching methods related to young students’problems on learning. This study developed a method of classroom observation and further post-teaching debriefing on young students’responses to teaching activities for assisting TESs to build a relationship between learning problems of students and teaching activities. This study aimed to investigate the performances of TESs and changes in the ability of instructional design. A teacher education course, named teaching professional practice, was employed to implement the aforementioned method. A total of 22 TESs enrolled in the courses and were divided in 6 groups. Each group consisted of 3 or 4 TESs and was asked to prepare lesson plans, implement the plans by turns, and classroom observation in a specific junior high school classroom. Afterwards, the member of a group discussed their observation records. The aforementioned activities were executed three times in the second semester of 110th academic year. This study employed a mixed method research to collect observation records, a questionnaire of self-efficacy in lesson plan, and open-ended questions regarding the aforementioned method. This study identified that TESs have achieved the mastery level on classroom observation, while their ability to analyze young students performances did not, even though revealing a significant and positive change. Moreover, the changes in the ability of instructional design was significant. This study demonstrated that sufficient evidences from collecting young students’performances during observation and collective analysis of group members on collected data were a vital source for their reflections on their teaching plans.