線上教師社群之知識翻新實踐：以臉書某線上同步教學社群為例;Knowledge Building Practices in a Online Synchronous Teaching Communitiy on Facebook

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题名:	線上教師社群之知識翻新實踐：以臉書某線上同步教學社群為例;Knowledge Building Practices in a Online Synchronous Teaching Communitiy on Facebook
作者:	李亭萱;Lee, Ting-Hsuan
贡献者:	網路學習科技研究所
关键词:	知識翻新;教師專業實踐社群;線上同步教學;序列分析;knowledge building;professional practice community;online synchronous teaching;sequential analysis
日期:	2023-07-24
上传时间:	2024-09-19 16:57:27 (UTC+8)
出版者:	國立中央大學
摘要:	隨著網際網路蓬勃發展以及人手一機的狀態下，人們的學習方式由實體發展為線上，各項訊息傳達與資訊傳遞變得非常便利，「線上社群」也以肉眼不及的速度快速成長。只要在有網際網路的地方，訊息傳遞、資訊接收就不受空間以及時間的限制，非常方便且即時，這也促使教師專業實踐社群慢慢地從實體轉變為線上，社群參與成員也大幅增加。在 2019 年，冠狀病毒(COVID－19)一觸而發，由於疫情日趨嚴重，臺灣於 2021 年5 月 15 日進入三級警戒狀態，三級警戒影響著人民分流上班、學校改為線上上課等等，本文針對教師在受新冠肺炎的影響下如何運用線上教師專業成長社群實踐知識翻新。國內外有許多研究針對虛擬線上社群探討的大多以其經營方式、教學內容為主，然而，目前國內尚無針對新冠肺炎影響下線上教師專業實踐社群如何進行知識翻新的相關研究。本研究以臉書某專業成長社群平台為主要研究對象，內容以 2021 年 5 月 15 日~2023 年 2 月 22 日之成員發文為主，期間成員發文共 16562 則，其中大多數為成員分享文，故擷取其中與教學評量、教學設計、混成教學、班級經營以及作業批改訂正等等相關發文為研究數值，成員發文共計 150 則，成員回文討論串共計 3087 筆，透過蒐集歸納整理討論串並觀察其知識翻新之研究過程。研究結果發現「作業批改訂正」是教師專業實踐社群成員最主要討論的教學議題；「提出想法」是教師專業實踐社群成員最常出現的知識翻新行為。不論是哪一階段均以個人情感抒發與關係經營接續個人情感抒發與關係經營之行為表現最為明顯；最不顯著的部分第一階段以補充相關資訊接續提出想法需改進的地方為主、第二階段以修正提出更好的想法接續個人情感抒發與關係經營為主、第三階段期間則以提出想法接續個人情感抒發與關係經營為主。在第一階段，剛進入警戒時期，有許多疑問，所以此階段「提出想法」接續「提出想法」的行為序列較其他兩階段顯著；在第二階段，成員已步入軌道，開始會整理大家的想法，故此時期以「提出想法」接續「整合想法」較其他兩階段顯著；在第三階段，也就是解封階段，成員開始會提出想法可以變得更好的地方，故此階段「提出想法需改進的地方」接續「要求精緻化想法」之行為序列較其他兩階段顯著。;With the vigorous development of the Internet and the state of one-machine for everyone,people′s learning methods have developed from physical to online, various information transmission and information transmission have become very convenient, and "online communities" have grown rapidly at a speed beyond the naked eye. As long as there is an Internet, the transmission and reception of information are not limited by space and time, which is very convenient and real-time, which has also promoted the gradual ransformation of the community of professional practice of teachers from physical to online, and the number of community articipation members has also increased significantly. In 2019, the coronavirus (COVID-19) was triggered, due to the increasingly serious epidemic, Taiwan entered a three-level alert state on May 15, 2021, which affected the people′s diversion to work, schools switched to online classes, etc. This article focuses on how teachers can use online teacher professional growth community practice knowledge renovation under the influence of the new crown pneumonia. There are many studies at home and abroad that focus on the virtual online community, mainly based on its business methods and teaching content, however, there is currently no relevant research in China on how to transform the knowledge of the online teacher professional practice community under the influence of the new crown pneumonia. This study takes a professional growth community platform of Facebook as the main research object, the content is mainly based on the member posts on May 15, 2021 ~ February 22, 2023, during which a total of 16562 members published articles, most of which are members sharing articles, so the relevant publications related to teaching assessment, teaching design, mixed teaching, class management and homework correction correction were extracted as research values, a total of 150 member posts and 3087 member palindrome discussion strings. Through the collection,aggregation, collation of discussion strings, and observation of the research process of knowledge renewal. The results of the study found that "homework correction" was the most important teaching issue discussed by members of the Teachers′ Professional Practice Community. "Coming up with ideas" is the most common knowledge reinvention behavior among members of the Teacher′s Professional Practice Community. No matter which stage, the behavior of personal motional expression and relationship management is the most obvious; The least significant part is that the first stage is mainly to supplement relevant information and continue to put forward ideas that need to be improved, the second stage is mainly to revise and ropose better ideas, continue personal emotional expression and relationship management, and the third stage is mainly to propose ideas, continue personal emotional expression and relationship management. In the first stage, just entering the warning period, there are many questions, so the sequence of behavior of "coming up with ideas" followed by "coming up with ideas" in this stage is more significant than in the other two stages; In the second stage, members are on track and begin to organize their ideas, so the period of "coming up with ideas" followed by "integrating ideas" is more significant than the other two stages; In the third stage, the nblocking phase, members begin to propose where ideas can become better, so the sequence of behaviors in this stage of "where ideas need improvement" followed by "requiring refinement of ideas" is more significant than the other two stages.
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