题名

「臺大教學傑出教師的故事」之教學理念分析

并列篇名

The Analysis of Teaching Ideas in the Stories of Outstanding Teachers at National Taiwan University

作者

郭丁熒(Guo, Ding-Ying)；林哲彥(Lin, Jer-Yann)

关键词

大學教師 ； 教學理念 ； 教學傑出 ； university teachers ； teaching ideas ； outstanding teaching

期刊名称

教育學誌

卷期/出版年月

50期（2023 / 11 / 01）

页次

1 - 41

内容语文

繁體中文;英文
中文摘要

本研究旨在探討臺大教學傑出教師之教學理念，並比較教學理念各層面頻次之差異。本研究採內容分析法進行「臺大教學傑出教師的故事」1至14輯文本之分析，共辨識27,210筆教學理念陳述，編碼為224項次次類目，進而歸納為30項次類目，並統整為六類目，再以次數分配和卡方檢定進行分析。發現臺大教學傑出教師教學理念涵蓋教學目標、課程與教材、教法、評量、師生互動及教師角色六層面，其中以教師角色、教學目標出現的頻次較多。而教學理念各層面次類目皆存在顯著差異，臺大教學傑出教師重視學生學習與素養陶冶、學科中心課程、啟發講述適性教學並重、多樣化評量、理解與回應學生、多元化的教師角色特質與實踐。此一發現與國內外教學傑出教師相關研究發現相近，顯示臺大教學傑出教師掌握並回應了教育趨勢潮流觀點。而在「師生互動」層面出現的「規範要求」、在「教師角色」層面出現的「身教」則反映出華人社會文化特徵。整體而言，臺大教學傑出教師的教學理念樣貌，係兼具回應教育趨勢潮流觀點與反映出華人社會文化特徵。
英文摘要

The purposes of this study are to explore the teaching ideas of outstanding teachers at National Taiwan University (NTU) and to distinguish the differences in appearance frequency for each dimension of teaching ideas. A series of text publications, The Stories of Outstanding Teachers in National Taiwan University (Vol. 1-14), were analyzed, and a total of 27,210 teaching idea statements were identified. These teaching idea statements were categorized into 224 sub-subcategories and subsequently summarized into 30 subcategories. Integrating the subcategories, this study obtained 6 categories, i.e. teaching objectives, curricula and teaching material, teaching methods, assessment, teacher-student interaction, and teacher role. The frequency distribution and Chi-squared test on the 27,210 statements obtained in this study were further analyzed using SPSS for Windows 21.0 as software. The findings of this study indicate that NTU's outstanding teachers' teaching ideas contained 6 dimensions, i.e. teaching objectives, curricula and teaching material, teaching methods, assessments, teacher-student interaction, and teacher role. Significant differences were found in each dimension of teaching ideas that emphasized students' learning and literacy cultivation, discipline-centered curricula, balanced heuristic didactic and adaptive teaching, diversified assessments, understanding and replying to students, and multiple teacher roles reflecting the trends of education and the characteristics of Chinese culture.
主题分类 社會科學 > 教育學
参考文献
  1. 林紀慧, C.-H.,曾憲政, H.-C.(2007)。大學教師有效教學特質之研究。課程與教學季刊，40(4)，31-47。
    連結：
  2. 施宜煌, Y.-H.(2015)。Paulo Freire意識覺醒理念及其對教師教學理念的啟示。新竹教育大學教育學報，32(2)，1-34。
    連結：
  3. 張靜敏, J.-M.,王增勇(2018)。不同的教學想像：一位教師參與「聽與說故事」課堂的行動敘說。東吳社會工作學報，32，1-28。
    連結：
  4. 郭丁熒, D.-Y.(2016)。「恨鐵不成鋼」與「恰如其分」：不同年代出生者對目前大學生角色知覺之研究。教育學誌，36，1-54。
    連結：
  5. 郭丁熒, D.-Y.(2013)。大學學系教育目標之分析及其對課程與教學的啟示。課程與教學季刊，16(2)，1-32。
    連結：
  6. 陳鳳如, F.-R.(2008)。台灣地區公私立大專院校教師之教學、研究與服務狀況調查及比較。教育科學期刊，7(2)，68-85。
    連結：
  7. 游美惠, M.-H.(2000)。內容分析、文本分析與論述分析在社會研究的運用。調查研究，8，5-42。
    連結：
  8. 程雅妤, Y.-Y.,張素惠, S.-H.,莊謹鳳, J.-F.,王智弘, C.-H.(2022)。華人文化脈絡下高中職輔導教師多重角色衝突倫理判斷歷程之研究。中華輔導與諮商學報，65，27-62。
    連結：
  9. 黃韞臻, Y.-C.,林淑惠, S.-H.(2013)。「大學教師教學魅力量表」之發展。測驗學刊，60(4)，715-740。
    連結：
  10. 鄭芬蘭, F.-L.,江淑卿, S.-C.,張景媛, C.-Y.,陳鳳如, F.-R.(2009)。探究大學教學優良教師的有效能教學活動。教育心理學報，40(4)，663-682。
    連結：
  11. 鄭博真, B.-J.(2012)。大學教師和學生對卓越教學認知之初探。國立虎尾科技大學學報，30(3)，67-83。
    連結：
  12. Ball, S. J.(2003).The teacher’s soul and the terrors of performativity.Journal of Education Policy,18(2),215-228.
  13. Barnett, R.(Ed.)(2005).Reshaping the university: New relationships between research, scholarship and teaching.Open University Press.
  14. Basow, S. A.(2000).Best and worst professors: Gender patterns in students’ choices.Sex Roles,43,407-417.
  15. Chan, C. S. C.(2017).Investigating a research-informed teaching idea: The use of transcripts of authentic workplace talk in the teaching of spoken business English.English for Specific Purposes,46,72-89.
  16. CommonWealth Magazine (2018 Nov 22). Taiwan, The Island That Never Stops Apologising? https://medium.com/commonwealth-magazine/taiwan-the-island-that-never-stops-apologising-969a1bd93f7a#:~:text=%20Taiwan%2C%20The%20Island%20That%20Never%20Stops%20Apologising%3F,is%20%E2%80%9Ccommending%E2%80%9D%20the%20courteousness%20of%20the%20Taiwanese%20people
  17. Craig, C. J.(2018).Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education.Teaching and Teacher Education,69,300-311.
  18. Cummings、 C. B.,顏慶祥（譯）, C.-H.(Trans.),湯維玲（譯）, W.-L.(Trans.)(1991).有效的教學：教師的好幫手.五南=Wu-Nan.
  19. Dukin, M. J.(Ed.)(1987).The International Encyclopedia of Teaching and Teacher Education.Pergamon Books Ltd..
  20. Epting, L. K.,Zinn, T. E.,Buskist, C.,Buskist, W.(2004).Student perspectives on the distinction between ideal and typical teachers.Teaching of Psychology,31(3),181-183.
  21. Evans, L.(2015).A changing role for university professors? Professorial academic leadership as it is perceived by ‘the led’.British Educational Research Journal,41(4),666-685.
  22. Feldman, K. A.(2007).Identifying exemplary teachers and teaching: Evidence from student ratings.The scholarship of teaching and learning in higher education: An evidence-based perspective
  23. Filene、 P.,洪仁進（編譯）, R.-J.(Trans.)(2010).樂在教學：教師不可不知的「撇步」.學富文化= Pro-Ed.
  24. Flexner, A.(2007).Universities: American-English-German.Sutton Press.
  25. Freire, P.,Ramos, M. B.(Trans.)(1999).Pedagogy of the Oppressed: New Revised 20TH-Anniversary Edition.The Continuum Publishing Company.
  26. Glazer, J.(2020).Tales out of school: Tracing perspective change through the stories of former teachers.Teaching & Teacher Education,90,103032.
  27. Green, J.(Ed.),Camilli, G.(Ed.),Elmore, P.(Ed.)(2006).Handbook of complementary methods in education research.Lawrence Erlbaum.
  28. Hardy, I.(2015).Education as a ‘risky business’: Theorising student and teacher learning in complex times.British Journal of Sociology of Education,36(3),375-394.
  29. Hashim, H.,Ahmad, S.(2013).Professional journey of the expert teacher educator.Human Resource Development International,16(4),471-479.
  30. Hativa, N.,Barak, R.,Simhi, E.(2001).Exemplary university teachers.The Journal of Higher Education,72(6),699-729.
  31. Helterbran, V. R.(2008).The ideal professor: Student perceptions of effective instructor practices, attitudes, and skills.Education,129(1),125-138.
  32. Higgins, C.(2003).Teaching and the good life: A critique of the ascetic ideal in education.Educational Theory,53(2),131-154.
  33. Hill, F.M.(1995).Managing service quality in higher education: The role of the student as primary consumer.Quality Assurance in Education,3,10-21.
  34. Holloway, J.(2019).Teacher evaluation as an onto-epistemic framework.British Journal of Sociology of Education,40(2),174-189.
  35. Horan, M.(1991).,未出版
  36. Lowman, J.(1996).Characteristics of exemplary teachers.New Directions for Teaching and Learning,65,33-40.
  37. Lutovac, S.(2020).How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves.Teaching and Teacher Education,94,103-120.
  38. Miles, M. B.,Huberman, A. M.(1984).Drawing valid meaning from qualitative data: Toward a shared craft.Educational Researcher,13(5),20-30.
  39. Morris, D. B.,Usher, E.(2011).Developing teaching self-efficacy in research institutions: A study of award-winning professors.Contemporary Educational Psychology,36(3),232-245.
  40. Newman, J. H. (2018). The idea of university. http://www.newmanreader.org/works/idea/
  41. Pozo-Munoz, C.,Rebolloso-Pacheco, E.,Fernandez-Ramirez, B.(2000).The ‘ideal teacher’: Implications for student evaluation of teacher effectiveness.Assessment & Evaluation in Higher Education,25(3),253-263.
  42. Rubin, R. B.(1981).Ideal traits and terms of address for male and female college professors.Journal of Personality and Social Psychology,41(5),966-974.
  43. Sander, P.,Stevenson, K.,King, M.,Coates, D.(2000).University students’ expectations of teaching.Studies in Higher Education,25(3),309-323.
  44. Shulman, L. S.(2012).From minsk to pinsk: Why a scholarship of teaching and learning?.The Journal of Scholarship of Teaching and Learning,12(1),1-6.
  45. Shulman, L. S.(1999).Taking learning seriously.Change,31(4),10-17.
  46. Skelton, A.(2012).Colonised by quality? Teacher identities in a research-led institution.British Journal of Sociology of Education,33(6),793-811.
  47. Strage, A.(2008).Traditional and non-traditional college students’ descriptions of the "ideal" professor and the "ideal" course and perceived strengths and limitations.College Student Journal,42(1),225-231.
  48. Super, D. E.(1980).A life-span, life-space approach to career development.Journal of Vocational Behavior,16,282-298.
  49. Wittrock, M. C.(Ed.)(1986).Handbook of research on teaching.Macmillan.
  50. Woods, R.H.,Badzinski, D. M.,Fritz, J. M. H.,Yeates, S. E.(2012).The "ideal professor" and gender effects in Christian higher education.Christian Higher Education,11(3),158-176.
  51. Young, M. F. D.(1998).The curriculum of the future: From the ‘new sociology of education’ to a critical theory of learning.Falmer Press.
  52. 王文科, W.-K.(1994).課程與教學論.五南=Wu-Nan.
  53. 王石番, S.-F.(1991).內容分析法：理論與實證.幼獅=Youth.
  54. 王秀槐(2007)。大學教與學的學術研究。國立台灣大學教學發展中心電子報，6。http://ctld.ntu.edu.tw/_epaper/news_detail.php?f_s_num=66【Wang, H.-H. (2007). Scholarship of teaching and learning. National Taiwan University CTLD Newsletter, 6. http://ctld.ntu.edu.tw/_epaper/news_detail.php?f_s_num=66】
  55. 王俊斌, C.-P.(2011)。「良師典範」理念之合理性析辨。教育資料與研究，102，19-44。
  56. 王泰俐（編）, T.-L.(2015).臺大教學傑出教師的故事9.臺大出版中心=National Taiwan University Press.
  57. 池俊吉, J.-J.,郭玟杏, W.-S.,俞子翔, Z.-S.(2022)。結合「教與學學術研究」協助教師教學創新提升教學品質。評鑑雙月刊，98，1-5。
  58. 李麗君, L.-C.(2006)。檢視師資生教學信念及其實踐之方案實施與成效。國立臺北教育大學學報，19(1)，39-62。
  59. 谷玲玲（編）, L.-L.(2018).臺大教學傑出教師的故事12.臺大出版中心=National Taiwan University Press.
  60. 谷玲玲（編）, L.-L.(2019).臺大教學傑出教師的故事13.臺大出版中心=National Taiwan University Press.
  61. 谷玲玲（編）, L.-L.(2021).臺大教學傑出教師的故事14.臺大出版中心=National Taiwan University Press.
  62. 林大森, D.-S.,莊致嘉, C.-C.(2017)。教學、研究、行政：大學教師工作情境對客觀工作分量、主觀工作壓力之影響。社會分析，15，1-51。
  63. 林生傳 (2000)。教師思考。樂詞網。https://terms.naer.edu.tw/detail/303e9691b1195005ae609a9fea55a467/?seq=1。【Lin, S.-C. (2000). Teacher thinking. NAER Web of words. https://terms.naer.edu.tw/detail/303e9691b1195005ae609a9fea55a467/?seq=1】
  64. 林清江, C.-J.(1986)。大學教師的角色。師友，233，6-9。
  65. 林清江, C.-J.(1982).教育社會學新論.五南=Wu-Nan.
  66. 林進材, C.-T.(2020)。從課程改革的軌跡論述教師教學理念的實踐與轉變。台灣教育研究期刊，1(1)，157-176。
  67. 林照真（編）, C.-C.(2016).臺大教學傑出教師的故事10.臺大出版中心=National Taiwan University Press.
  68. 林照真（編）, C.-C.(2017).臺大教學傑出教師的故事11.臺大出版中心=National Taiwan University Press.
  69. 林麗雲（編）, L.-Y.(2011).臺大教學傑出教師的故事5.臺大出版中心=National Taiwan University Press.
  70. 林麗雲（編）, L.-Y.(Ed.)(2012).臺大教學傑出教師的故事6.臺大出版中心=National Taiwan University Press.
  71. 洪貞玲（編）, C.-L.(2013).臺大教學傑出教師的故事7.臺大出版中心=National Taiwan University Press.
  72. 洪貞玲（編）, C.-L.(2014).臺大教學傑出教師的故事8.臺大出版中心=National Taiwan University Press.
  73. 孫志麟, C.-L.(2007)。大學教師評鑑的三項關鍵要素。評鑑雙月刊，6，36-38。
  74. 國立臺灣大學行政會議及校務基金管理委員會(2019 )。國立臺灣大學教學優良教師遴選及獎勵辦法。國立台灣大學教務處。https://www.aca.ntu.edu.tw/WebUPD/aca/CDRules/%E5%9C%8B%E7%AB%8B%E8%87%BA%E7%81%A3%E5%A4%A7%E5%AD%B8%E6%95%99%E5%AD%B8%E5%84%AA%E8%89%AF%E6%95%99%E5%B8%AB%E9%81%B4%E9%81%B8%E5%8F%8A%E7%8D%8E%E5%8B%B5%E8%BE%A6%E6%B3%95.pdf【National Taiwan University Administrative Meeting & School Fund Management Committee (2019). National Taiwan University Selection and Awarding Methods for Outstanding Teachers. National Taiwan University Office of Academic Affairs. https://www.aca.ntu.edu.tw/WebUPD/aca/CDRules/%E5%9C%8B%E7%AB%8B%E8%87%BA%E7%81%A3%E5%A4%A7%E5%AD%B8%E6%95%99%E5%AD%B8%E5%84%AA%E8%89%AF%E6%95%99%E5%B8%AB%E9%81%B4%E9%81%B8%E5%8F%8A%E7%8D%8E%E5%8B%B5%E8%BE%A6%E6%B3%95.pdf】
  75. 張媛寗, Y.-N.,郭重明, C.-M.(2009)。教與學的學術研究－教師專業發展的新取徑。師資培育與教師專業發展期刊，2(2)，21-38。
  76. 張錦華（編）, C.-H.(Ed.)(2010).臺大教學傑出教師的故事4.臺大出版中心=National Taiwan University Press.
  77. 符碧真, B.-J.(2013)。另類學術：教與學的學術。教育政策論壇，16(1)，69-101。
  78. 郭丁熒, D.-Y.(2017)。大學生角色期望量表的編製與層面建構。教育學刊，48，1-43。
  79. 陳文政, W.-C.(2015)。教育及經濟全球化脈絡下華人教師典範之自我形塑：認知與行為層次的分析。教育學報，43(2)，1-25。
  80. 陳奎熹（編）, K.-H. (Ed.)(1999).現代教育社會學.師大書苑=Lucky Bookstore.
  81. 陳碧祥, B.-S.(2001)。大學教師升等制度與教師專業成長及學校發展定位關係之研究。國立台北師範學院學報，14，163-208。
  82. 彭文正（編）, W.-J.(2008).臺大教學傑出教師的故事2.臺大出版中心=National Taiwan University Press.
  83. 彭文正（編）, W.-J.(2009).臺大教學傑出教師的故事3.臺大出版中心=National Taiwan University Press.
  84. 彭文正（編）, W.-J.(2007).臺大教學傑出教師的故事1.臺大出版中心=National Taiwan University Press.
  85. 彭森明, Samuel(2006).大學教師評鑑機制之研究.教育部=Ministry of Education.
  86. 黃光雄（編）, K.-H.(Ed.),簡茂發（編）, M.-F.(Ed.)(1991).教育研究法.師大書苑=Lucky Book Store.
  87. 黃俊傑, C.-C.(2015).大學之理念：傳統與現代.臺大出版中心=National Taiwan University Press.
  88. 賈馥茗, F.-M.(1983).教育哲學.三民=San Min.
  89. 甄曉蘭(2017)。行動研究與教學實踐革新。教學創新深耕未來 https://ief.ntut.edu.tw/index.php【Chen, H.-L. (2017). Action research and teaching practice innovation. Taipei Tech. https://ief.ntut.edu.tw/index.php】
  90. 劉源俊, Y.-T.(2017)。從大學法的演變看臺灣的高等教育。市北教育學刊，57，1-14。
  91. 歐用生, Y.-S.(2008)。教師是陌生人－「看見」不一樣的教師。國民教育，48(4)，15-22。
  92. 歐用生, Y.-S.(1985)。國民小學社會科教科書意識型態之分析。新竹師專學報，12，91-125。
  93. 賴光真(2017)。大學教師教學優良之特徵－東吳大學師生觀點之文本分析。雙溪教育論壇，6，1-42。
  94. 蘇淑卿, S.-C.(2011)。大學生心目中「優良教師」的特質與條件之探究。博雅教育學報，7，201-220。
print cancel