協同行動研究－以班級經營之常規改善為例

林素卿

doi:10.29882/JTNUE.200304.0005

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社会科学 > 教育学

DOI： 10.29882/JTNUE

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协同行动研究－以班级经营之常规改善为例

Using Collaborative Action Research to Improve Classroom Discipline

林素卿(Su-Ching Lin)

师大学报：教育类； 48 卷 1 期 (2003 / 04 / 01) ， P91 - 112

繁体中文 DOI： 10.29882/JTNUE.200304.0005

行动研究；协同行动研究；反省；专业发展；班级经营； action research ； collaborative action research ； reflection ； professional development ； classroom management

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摘要 │ 参考文献 (49) │ 被引用文献 (7) │ 国际计量

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This study of collaborative action research projects, conducted by one teacher educator and several classroom teachers, focuses on how action research improves the practitioner-researcher's own understanding of (her/his) educational practices. The goal was to help the novice teacher examine problems associated with her own practice and initiate strategies and techniques to attempt solutions to these problems, primarily problems of classroom management and discipline. The literature review for this study covers two areas: action research and classroom management. The key concepts and general design of this study are based on action research: the strategies or steps included posing a question, planning, acting, observing, and reflecting. The knowledge gained from each loop (cycle) was used as the basis for further planning, acting, and reflection. Three classroom teachers (one was a novice teacher, two were expert teachers) from the same junior high school participated in this study. Data were collected from a number of different sources: classroom diaries written by the novice teacher, seminars, and semi-structured interviews. Data analysis involved three stages: organizing data, coding data, and analyzing and interpreting data. This study found that collaborative action research can give teachers a greater breadth and depth of understanding of their own pedagogical strategies and thus result in more intelligent teaching on their part. The novice teacher in this study became more sensitive to individual differences within her own classroom and tried to improve the effectiveness of her classroom management. Although participants in this study agreed that collaborative action research was a good way to improve classroom discipline and to support one another's professional development, there was also some consideration of the potential problems and limitations of classroom management action research.

参考文献 ( 49 ) 〈TOP〉

Angell, A. V.(1998).Learning to teach social studies: A case study of belief restructuring..Theory and Research in Social Education,26(4),509-529.
Armstrong, T.(1997)。经营多元智慧。台北市:远流出版社。
Artiles, A. J., McClafferty, K.(1998).Learning to teach culturally diverse learners: Charting change in preservice teachers’ thinking about effective teaching..The Elementary School Journal,98(3),189-220.
Briscoe, C.(1991).The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change..Science Education,75(2),185-199.
Brousseau, B. A., Book, C.,Byers, J. L.(1988).Teacher beliefs and the cultures of teaching..Journal of Teacher Education,39(6),33-39.

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