師資生教學專業素養之培力與實踐－以教學簡報設計與實作課程為例

Cultivation and Practice of Teaching Professional Competencies of Student Teachers - The Course of Instructional Presentation Design and Practice

10.6249/SE.202209_73(3).0019

李俊儀(Chun-Yi Lee)；李佳蓉(Chia-Rong Lee)

師資生 ； 教學專業素養 ； 教學簡報設計與實作 ； 教學實踐 ； teacher education students ； teaching professional competencies ； instructional presentation design and practice ； teaching practice

中等教育

73卷3期（2022 / 09 / 01）

28 - 54

繁體中文

師資培育大學如何開發出跨域統整並能解決教學實務問題之素養導向課程，以促進師資生教學專業素養之培力與實踐，是一個非常重要且值得探討的議題。本研究從師資生的教學簡報困難出發，以SOIL教學訊息設計模式為理論基礎，從教學目標的訂定、教學評量的處理、教學單元的安排與教學方法的選取，提出「教學簡報設計與實作課程」設計參考架構。依據此架構發展出教學簡報設計與展演的評估工具，並使用問卷調查法探討師資生自評修課前與修課後的教學簡報能力之差異。研究結果發現評估工具具有專家效度與良好的評分者間信度，師資生修習完簡報課程後，在結構、脈絡與引導三個向度的自評教學簡報能力皆有顯著提升。因此本研究的「教學簡報設計與實作課程」發展脈絡，對於師資生教學專業素養之培力與實踐，提供跨領域統整實踐課程設計的參考，對於未來想結合教學與簡報進行課程設計者，亦提供有用的實踐指引。

It is critical for teacher education universities to explore effective ways to develop interdisciplinary competency-based curriculum in order to help teacher education students solve problems in instructional contexts and cultivate professional competencies. To address the teacher education students' learning difficulties in instructional presentations, this study proposes a design framework of the Instructional Presentation Design and Practice course. Adopting the SOIL model as the theoretical basis, the framework covers the formulation of teaching objectives, processing of learning assessments, arrangement of teaching units, and selection of instructional methods. According to the framework, an evaluation tool for the design and performance of instructional presentations was developed, and a self-reported questionnaire was used to investigate the difference between the pre-course and post-course instructional presentation abilities of the teacher education students. The results indicated that the evaluation tool had expert validity and robust inter-rater reliability. After taking the course, the teacher education students made significant improvement in their presentation skills in the aspects of structure, context, and facilitation. The positive findings show that this course can serve as a practical reference for the design of interdisciplinary competency-based curriculum aiming to help teacher education students cultivate professional competences in teaching. The course is also a useful guide for those who want to integrate teaching and presentation in curriculum design in the future.

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