體驗區
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| 篇名 |
新世紀教師行動研究的定位與實踐機略
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| 並列篇名 |
The Missions and Organizational Strategies for Teachers' Action Research in the New Century
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| 作者 |
林生傳(Lin, Sheng-chuan)
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| 中文摘要 |
隨著學術思潮的演變，資訊科技的日新月異，社會的迅速變遷，教育的改革的需求日亟，教育研究的領域不斷拓廣，參與的人員更趨多元，研究方法與策略也更趨複雜化。教師行動研究就是一個新的領域。本文探討教師行動研究的重要性、定位，及如何實踐的機制。首先，從現代教師角色的期望與扮演，教育改革的需求，以及教育學術與實踐的兩元化的覺醒來闡析教師行動研究在新世紀教育的重要性與功能需求。其次，依理性需求與經驗事實定位教師研究為：（一）精緻化的教學省思；（二）正式理論的應用歷程；（三）教育專業實踐理論的建構；（四）自求發展的行動過程；（五）教育智慧的企求與努力的表徵；（六）更是教育「學」、「術」合作的表現。同時，為使教師行動研究能夠為教師們接受並能夠進行，建立教師行動研究的基本架構模式，亦說明研究的時機及方法的有效運用。最後，為有效推動教師行動研究，建議在認知方面上形成共識，掌握時機，引發參與教師研究的動機，並透過組織結構，文化的改造，推廣進修管道，提高教師素質，並營造氣氛，激勵教師研究來完成。
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| 英文摘要 |
This paper was purported to examine and analyze systematically action research for the teacher. During the beginning of this 21st century, as society is changing rapidly toward digitalization, globalization, and pluralism, educational practice will become more professionalized, learning and teaching, too, more context-specific and constructive. In this case, to be a successful teacher should involve more into research for actions, in actions, and on actions. Overviewing historically, action research could be traced back early to 1930-40’s. Disappointedly, it bore little fruit. However, since the teachers in this first century of new millenium have to shoulder more responsibility in research if they want to keep their career as a professional, action research methodology and its support structure remain to be reconsidered and reconstructed, so that action research can be hopeful for fulfilling its important functions to meet what the new era needs and respond to what the current society wants. This paper is composed of three parts. Firstly, viewing from three perspectives, i.e. education as a profession, education reform, and awaking from separation of research and practice in education, this author anchored teacher action research as a “systematic inquiry”, and clarified its functions as: 1.elaboration process of teacher’s reflect. 2.application of academic theory. 3.theorization process of teacher’s doing. 4.self-development processes of teacher individual and/or community. Secondarily, since past failure may be mostly attributed to inappropriate ness of methodology which makes a teacher reluctant as a researcher. This author argues for a multifunctional methodology so far as it is a systematic process and a feasible concern for the teachers when they want to reflect, to think about, for and in the their teaching; for wondering if any scientific theory can be applied in their working situations, or wondering about how to actualize any reform policy or programs. Under these considerations and conditions, the methodology can be based on positivism, criticalism, constructivism, and structuralism in theory. And in practice, functional analysis, conflict analysis, experimental study, survey, ethnography, interpretation, narrative study, or documentary analysis etc., are rightful only if they are practice-oriented. A conceptual framework model was constructed for this methodology for demonstration. Thirdly, a structure and an organization mechanism is strongly recommended to encourage and to support and implement action research, under which this author proposed five steps to go. They are: 1.timing to initiate and to get start; 2.upgrading teacher’s quality, broading teacher’s on—job training opportunity and tooling up teachers for research; 3.empowerment and communication; 4.coordination and organization; 5.evironment and resources for support research.
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| 頁次 |
1-31
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| 關鍵詞 |
教師行動研究
、教育實踐理論
、自求發展研究
、專業成長
、新世紀的教育研究
、教育研究與實踐
、合作研究
、Action research
、Self-development research
、Professional growth
、Education research and practice
、Collaborative research
、Teachers as researchers
、TSSCI
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| 卷期 |
16
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| 日期 |
200006
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| 刊名 |
教育學刊
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| 出版單位 |
國立高雄師範大學教育學系
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