教師參與磨課師課程之經驗－以103年中小學磨課師課程導入輔導計畫為例

Primary School Teachers' Experience toward Participating ＂The MOOCs Experimental Project＂

林哲立(Che-Li, Lin)

磨課師 ； 翻轉教室 ； 混成式學習 ； 科技融入教學 ； Massive Open Online Courses (MOOCs) ； flipped classroom ； blended learning ； Information technology integrated into instruction

彰化師大教育學報

33&34期（2018 / 12 / 01）

27 - 46

繁體中文

本研究在探討「103年中小學磨課師課程導入輔導計畫」試辦計畫參與教師之經驗，包括教師的教學實施策略、教師間互動與合作的情形、學生學習投入情形、家長的回饋、學校行政的支持情形。本研究透過半結構深度訪談的方法，訪談兩所試辦學校，共九位國民小學教師。主要結果歸納如下：受訪教師認為數位學習系統可以提供教學與學習上的回饋，受訪教師會運用多種策略促進學生認知學習並維持學習動機。其次，學生學習投入情形的差異大，教師也認為需要關注不同學習成就或不同學習類型的學生，提供適切的認知與情意上的協助，特別是低成就的學生。再者，教師社群的建立是重要的，透過教師間的分享、觀摩以及課程發展等歷程，可以深化數位化課程與教學的知能。並且透過親師溝通可以化解家長的疑慮與擔心並可獲得家長的支持。最後，受訪教師指出學校行政支持相當重要，參與計畫的學校的行政主管也提供參與計畫的老師充分的支持與自主。依據研究結果本研究提出相關的建議。

The present study aims to analyze teachers' experience and suggestion toward implementing MOOCs-related instructional strategies in primary and secondary teachers in Taiwan. Semi-structured interview was conducted by interviewing nine in-service teachers who participated ＂The experimental project of MOOCS incorporated into primary and secondary classroom＂ in 2014 Taiwan. Several major categories comprising of experiences and suggestions are elicited based on the interview protocols including (1) facilitating autonomy and motivation among students, (2) providing instructional module as a reference for teachers to concern, (3) providing low-achievers with proper cognitive and emotional supports, and (4) supporting teacher community and teacher training. Based on the results, several implications are proposed.

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