博碩士論文 102127009 詳細資訊




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姓名 張舒涵(Sue-Hang Chang)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 以行動者網絡理論探討國小教師在數位閱讀寫作推動初期的困境
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摘要(中) 本研究旨在瞭解國小教育現場面臨數位寫作計畫推動時可能遭遇的困境,從中挑戰科技烏托邦的夢想。透過一位國小在職教師的自我民族誌,看見數位閱讀寫作如何在六位教師的課室中運作,這些不同形式的實作幫助我們理解教師在教學現場面對科技推行時的困難,同時察覺科技物進行「在地化位移」所產生的非預期效果。
理論分析則借用「行動者網絡理論(Actor-Network Theory, ANT)」開啟數位閱讀寫作的黑箱,並以此理論延伸出的「位移」概念重新檢視教學現場,進一步分析教師與各網絡行動體的互動關係、教師在網絡中的位置與行動能力的展露,以及網絡重要行動體,如學生、家長、平台的位移軌跡與效應。
本研究的研究結果如下:
一、 數位並非萬能,數位工具搭配不同的空間尺度、實體環境、平台特色,會形成不同程度的行動能力。
二、 學科特質、獎勵制度與平台遊戲設計的組合模式,會影響學生對於平台的投入。
三、 學生在平台的位移不符合教師預期,而教師透過行動能力的展開,建立諸多組合,成為穩定網絡的重要行動者。
四、 家長在網絡扮演的角色不容忽視,家長在不斷被位移的過程中亦影響教師行動的佈署。
五、 課室外網絡對課室內網絡的推展影響甚大。
六、 一個看似成功的平台移植到另一地後,仍須經歷在地化的重組
,此種位移的經驗可作為未來推動的參考借鑑。
摘要(英) This study aims to understand when we plan to promote digital writing,what difficulties may be encountered in the teaching field of primary school,and try to challenge technology utopian dream. Through a primary school teacher’s autoethnography, we observe how digital reading and writing operate in six teachers’ classrooms. These different forms of implementation help us understand what difficulties will teachers face when implementing technology, at the same time, we will be conscious of the unexpected effect caused by science and technology when they are displacing locally.
I used "actor-network theory (Actor-Network Theory, ANT)" to open the black box of digital reading and writing, and also extend "Displace-ment" concept form this theory to re-examine the teaching field. Furthermore, I analyze below three thing: first, the interaction between the teacher and each network members’ action; Second, teachers’ role in the network and operational capacity. Third, the displacement track and effect of internet important actor, such as students, parents, and the platform.
The results of this study are as follows:
1. Digital technology is not omnipotent. Digital tools with different spatial scales, physical environments or platform features, will have different levels of agency.
2. The different combination of course features, reward systems and platform game will affect student′s input to the platform.
3. Student’ displacement on the platform is not as teachers’ expected, and teachers expand their agency to build different combinations, and become important actors of stable internet.
4. The role of parents in the network can’t be ignored. Parents influence teachers’ deployment when they are in the process of displaced.
5. The out of classroom network will impact classroom network.
6. If a seemingly successful platform is transplanted to another place, it still needs to restructure locally. The experience of displacement can be referred in the future.
關鍵字(中) ★ 行動者網絡理論
★ 教師
★ 數位閱讀寫作
關鍵字(英)
論文目次 一、 緒論………………………………………………………………………… 1
1-1 研究動機…………………………………………………………………… 1
1-1-1 一個網路原生代的乖乖牌教師…………………………………………… 1
1-1-2 當乖乖牌老師遇上了數位學習政策……………………………………… 2
1-1-3 筆記型電腦進入課室前…………………………………………………… 3
1-1-4 用研究為自己找答案……………………………………………………… 5
1-2 研究背景…………………………………………………………………… 6
1-2-1 數位學習的發展歷史……………………………………………………… 6
1-2-2 臺灣的數位學習發展概況………………………………………………… 7
1-2-3 數位學習推展的另一面…………………………………………………… 8
1-2-4 當教師被定位為「消極的使用者」時…………………………………… 9
1-3 研究計畫摘要……………………………………………………………… 12
1-3-1 戴上「行動者網絡理論」的眼鏡………………………………………… 12
1-3-2 以自我民族誌的取徑走入田野…………………………………………… 14
1-3-3 研究貢獻 ………………………………………………………………… 15
二、 文獻探討…………………………………………………………………… 16
2-1 數位閱讀寫作的實徵研究………………………………………………… 16
2-2 行動者網絡理論…………………………………………………………… 18
2-2-1 黑箱的開啟………………………………………………………………… 20
2-2-2 從網絡中看見人與物的對稱性…………………………………………… 22
2-2-3 行動體的聚集:無數協商帶來的轉變…………………………………… 23
2-2-4 追溯位移,回到經驗世界………………………………………………… 26
2-2-5 網絡的動態發展—維繫?強化?穩定?衰微?………………………… 27
2-2-6 網絡效果:「行動能力」產生的集體效應……………………………… 30
2-2-7 與ANT相關的教育文獻………………………………………………… 32
2-2-8 小結………………………………………………………………………… 34
三、 研究方法…………………………………………………………………… 36
3-1 以自我民族誌作為研究方法……………………………………………… 36
3-2 研究設計…………………………………………………………………… 40
3-2-1 本校背景…………………………………………………………………… 40
3-2-2 網絡分析圖………………………………………………………………… 41
3-2-3 課室外網絡………………………………………………………………… 42
3-2-4 課室內重要行動體-師生與平台………………………………………… 44
3-2-5 研究起訖時間……………………………………………………………… 47
3-2-6 小結………………………………………………………………………… 50
3-3 資料蒐集與分析…………………………………………………………… 50
3-3-1 資料蒐集…………………………………………………………………… 50
3-3-2 資料處理…………………………………………………………………… 55
3-3-3 資料編碼與分析…………………………………………………………… 56
3-3-4 小結………………………………………………………………………… 57
四、 M平台的烏托邦世界……………………………………………………… 58
4-1 數位閱讀計畫理念…………………………………………………………
58
4-2 M平台的學習與教學活動………………………………………………… 59
4-2-1 M閱讀……………………………………………………………………… 60
4-2-2 作文島……………………………………………………………………… 65
4-2-3 寵物打字…………………………………………………………………… 66
4-3 小結………………………………………………………………………… 67
五、 數位,教師從核心退位?………………………………………………… 69
5-1 紙本的閱讀寫作教學網絡………………………………………………… 69
5-1-1 我從課文出發……………………………………………………………… 70
5-1-2 B老師的量化管理與感受引導…………………………………………… 71
5-1-3 A、S與R老師透過輔助教材引導……………………………………… 74
5-1-4 P老師結合生活與品格…………………………………………………… 76
5-2 教學任務的轉換…………………………………………………………… 77
5-2-1 教師的新角色……………………………………………………………… 77
5-2-2 教師在平台的功能………………………………………………………… 78
5-2-3 小結………………………………………………………………………… 80
六、 偏移的位移………………………………………………………………… 82
6-1 B老師-看重數位化身體的改變………………………………………… 82
6-2 A老師-費心投入,敗興而歸…………………………………………… 89
6-3 P老師-無心推行下的「意外收穫」…………………………………… 100
6-4 R老師-天時、地人、人和的錯失……………………………………… 104
6-5 小結………………………………………………………………………… 108
七、 在地重組的數位閱讀寫作網絡…………………………………………… 109
7-1 S老師-逐步漸進的教學規劃…………………………………………… 109
7-2 我-嚴加管控的積極介入………………………………………………… 117
7-3 在地組構與M平台網絡的差異………………………………………… 124
八、 自學的位移………………………………………………………………… 126
8-1 數位的烏托邦迷思………………………………………………………… 126
8-2 遊戲與花幣………………………………………………………………… 127
8-3 同儕的社群動力…………………………………………………………… 130
8-4 家長的位移………………………………………………………………… 131
8-5 M平台的行動能力………………………………………………………… 133
九、 課室外的連結………………………………………………………………… 137
9-1 成功的圖像………………………………………………………………… 137
9-2 課室外的連結與其效應…………………………………………………… 140
十、 結語與反思………………………………………………………………… 143
參考文獻 ……………………………………………………………………………… 150
附件一 ……………………………………………………………………………… 159
附件二 ……………………………………………………………………………… 160
附件三 ……………………………………………………………………………… 161
附件四 ……………………………………………………………………………… 162
附件五 ……………………………………………………………………………… 163
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指導教授 陳斐卿 彭秉權 審核日期 2016-7-20
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