整合網路與協同教學在國中自然與生活科技之行動研究

The Action Research of Integrating Web Technology and Team-teaching in Secondary "Science and Technology" Classes

10.7038/JETP.200906.0230

曾賢屹；張世忠

網路教學 ； 協同教學 ； 學生學習成就 ； 教師專業成長 ； 行動研究 ； Web-based instruction ； Team teaching ； Teacher professional growth ； Action research

教育理論與實踐學刊

19期（2009 / 06 / 01）

230+232 - 267

繁體中文

本研究主要目的在探討整合網路與協同教學應用於國中自然與生活科技領域的實施現況，並研究以此教學模式對學生學習成就與教師專業成長之影響。根據Altrichter等人（1993）行動研究過程的四個步驟來設計教學。採用量與質混合的研究分析方法，進行時間為一個學期、八個單元的自然與生活科技領域教學研究，資料來源包括晤談、定期評量、網路心得、教師省思札記、教學錄影及協同討論記錄。研究發現顯示兩個班級在期末階段的學業成績達到顯著的差異水準，研究結果有二方面，學生成就方面：（一）網路教學提昇學生學習成就，讓學生獲得更多的知識；（二）人性化教學動畫的使用，使學生對問題更容易理解；（三）網路是互動與討論的平台，可以進行輔助教學；（四）教學軟體的實際操作，有助於學生精熟學習；（五）網路融入協同教學可以讓課程準備更完善，讓學生有更多元的學習機會；（六）網路融入協同教學可以提供立即性的指導，使學生能於課堂上立即解決問題。教師專業成長方面：（一）網路融入協同教學可以讓教學內容更豐富，從相互楷模中學習成長；（二）網路融入協同教學讓教師團互動增加及專長互補。另外協同教師也在教學方面遭遇一些困境與限制。本研究可供後續實施「資訊科技融入科學協同教學」之參考，以進行其它相關之研究。

The purpose of this study was to explore how by incorporation of web-based learning into team teaching to improve students' learning achievement and teacher professional growth in the domain of Nature Science and Technology. The researcher and one collaborative teacher participated in this study. This study processes according to Altrichter et al. (1993) action research process four steps, which incorporates both quantitative and qualitative analysis technique. The study was carried out over the period of one semester in which the curriculum was divided into six research units. The main sources of the research data were collected from observation, interviews, questionnaires, students' internet works and feedback, teachers' reflective journals, videotaping and teamwork discussion records. The findings of this study showed these two teaching methods carrying out significant differences with respect to students' performance. The result of this study has two respects; firstly, it is about students' achievement: (1)The web-based instruction could promote students' achievement and have them obtain more knowledge after class. (2)The application of media in the humanized teaching helps students to understand easily the question. (3)The web-based instruction constitutes a platform of interaction and discussion for students. The construction of a website function as complementary teaching.(4)The practical operation of the software for teaching could facilitate student's learning precisely and familiarly.(5)The incorporation of web-based instruction into team teaching could make course plan to be more complete and the students have more plural learning opportunity.(6)The incorporation of web-based instruction into team teaching could instruct students efficiently and enable students to solve the problem in the classroom immediately. Secondly, it is regarding teachers professional growth: (1)The incorporation of web-based instruction into team teaching could enrich the content of courses and offer a chance for teachers to require professional growth from the mutual model. (2)The incorporation of web-based instruction into team teaching could stimulate teacher's group interaction and their specialty complementary. However, there were some difficulties during the process of implementation. This study can offer a reference for relative studies and for teachers to follow-up the application of incorporating technology with team-teaching strategies of science.

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