如何有效改善教學？論行動研究中的自我開放與封閉

How Can Teaching Be Improved? Self-Openness and Self-Closure in Action Research

行動研究可協助教師釐清與解決自我教學實務上的問題，進而改善教學品質及增進學生學習成效，適用於各教育階段教師的教學精進創新研究，包含大專校院教師所執行教學實踐研究。教師要透過行動研究實現上述成果，參與教師應在研究歷程各個環節保持自我開放。然而，投入行動研究的教育工作者可能因若干因素的影響而產生自我封閉的現象，導致無法充份實現這些功效。首先，本文論述行動研究的歷程、方法及參與者在研究過程應實現的「自我開放」。其次，作者透過對其過往行動研究經驗的反思，具體指出行動研究者可能產生自我封閉的四種現象及其成因，並論述可能的避免之道。具體言之，行動研究的參與者宜適當理解「行動研究可弭平『理論』與『實際』之間差距」的意涵，除視外在理論僅為問題解決的一種參考媒介，亦以批判的態度與方法加以面對。再者，投入行動研究的教育工作者宜在質問與論辯過程，開放的省思自我和他人的見解與發言。行動研究者也可透過書面提示的刻意運用及「批判的朋友」的協助，促使自我避免受到外在理論的制約，並突破質問與論辯過程中的自我防衛。這些方式，也可協助行動研究的參與者避免因「習慣成自然」而產生的僵化思考與行為模式。

Action research can assist teachers in clarifying and resolving problems arising from their own teaching practices, thereby improving teaching quality and enhancing student learning outcomes. It is applicable to instructional improvement and innovation across all educational levels, including teaching practice research conducted by university faculty. To achieve these outcomes through action research, participating teachers are expected to maintain self-openness throughout all stages of the research process. However, educators engaged in action research may develop forms of self-closure due to various influencing factors, which can hinder the full realization of its potential benefits. This paper first discusses the processes and methods of action research, as well as the requirement of self-openness that participants should sustain throughout the research process. It then draws on the author’s prior action research experiences to identify four forms of self-closure that may arise among practitioners, along with their underlying causes, and proposes possible ways to prevent and address them. Specifically, participants in action research should develop a critical understanding of what is meant by“bridging the gap between theory and practice,”as this notion is often misunderstood. External theories should be regarded as one of several reference resources for problem solving and approached with a critical stance. Furthermore, educators engaged in action research should openly reflect on their own and others' perspectives and utterances during the processes of questioning and debate. Action researchers may also deliberately employ written prompts and seek the support of critical friends to avoid being constrained by external theories and to overcome self-defensiveness during processes of inquiry and argumentation. These strategies can also help prevent rigid patterns of thinking and action that may arise from habitual practice.