運用「議題中心教學法」於大學師資生「教育議題」教學之個案研究

A Case Study on Applying the“Issue-Centered Teaching Method”to University Pre-Service Teachers’Instruction on“Educational Issues”

本研究基於「議題中心教學法」（Issue-Centered Teaching Method），以當前社會議題為核心，強調學生複雜議題的批判性思維與理性討論，因此，本研究旨在運用「議題中心教學法」結合Padlet即時視覺協作平台發展師資生「教育議題」專題課程教學，藉以探討師資生在運用「議題中心教學法」於「教育議題」教學中的困境與解決策略，並提升師培大學「教育議題」的教學效能。本研究目的包括以下四點：一、探討「議題中心教學法」的內涵與關鍵原則；二、分析「議題中心教學法」教學優點與挑戰；三、探究「教育議題」教學的困難與因應；四、根據研究結果，提出「議題中心教學法」於「教育議題」教學的理論與實務建議。本研究方法採用個案研究，並結合質性問卷調查、半結構式訪談及Padlet文件分析進行質性資料蒐集、分析、編碼與轉譯等。研究發現「議題中心教學法」內涵在教室教學多數展現基礎認知、情意、技能領域目標，以「語言智慧」與「個人」、「社會」和「學校」層次的討論較多。其教學優點包括促進思辨能力、提升學習動機與溝通能力，但挑戰也包括學生準備不足、議題失焦等問題。運用於「教育議題」教學的困難包括議題數量多、教師專業知識不足等，並提出透過跨領域協同、靈活運用網路資源等多元因應策略。

This study was based on the“Issue-Centered Teaching Method”, which focused on current social issues. It emphasized the importance of students' critical thinking and rational discussion on complex topics, as well as the alignment of“educational issues”with societal development needs, the spirit of the 2019 curriculum reform, and the importance of expanding students' international perspectives. Therefore, the research aimed to develop specialized courses on ''educational issues'' for pre-service teachers by integrating the Issue-Centered Teaching Method with the Padlet real-time visual collaboration platform. The study explored the challenges and solutions faced by preservice teachers in applying the Issue-Centered Teaching Method to teaching ''educational issues'' and sought to enhance the teaching effectiveness of teacher training universities in this area. The purposes of the study included the following: 1.To explore the teaching content and the advantages and disadvantages of the Issue- Centered Teaching Method; 2.To analyze the challenges and solutions encountered by pre-service teachers in developing teaching strategies on ''educational issues''; 3.To investigate pre-service teachers' perspectives and suggestions for the future development of teaching ''educational issues''; 4.To propose theoretical and practical recommendations for applying the Issue-Centered Teaching Method to instruction on ''educational issues'' based on the research findings. The study adopted purposive sampling, selecting 43 pre-service teachers enrolled in '' Seminar in Educational Issues'' at a university recognized for offering the most diverse range of pre-service teacher education programs in Taiwan. A case study methodology was employed, utilizing a self-developed qualitative questionnaire titled“A Study on Applying the Issue- Centered Teaching Method to University Pre-Service Teachers’Instruction on Educational Issues. Data were collected through qualitative questionnaire surveys, semi-structured interviews, and Padlet document analysis. The study involved qualitative data collection, analysis, coding, and interpretation. Triangulation was achieved by employing diverse data sources and multiple types of data to enhance the reliability and validity of the research. Furthermore, the study adhered to research ethics, upheld the principles of reciprocity and respect, and ensured informed consent from all participants.