博碩士論文 941207004 詳細資訊




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姓名 賴春妍(Chun-yen Lain)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 從學習者成為鷹架者──社群觀點探看身分轉變的學習
(On Becoming a Tele-facilitator—A Community Perspective)
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摘要(中) 在社群中生活,總會不時地遭逢身分的轉換,在網路社群中亦然。當一個網路社群具有高度的「真實性」,而非只是經由「設計」存在時,參與者在社群中所面臨的身分轉換益發值得研究。從文獻與研究田野中亦凸顯參與者在歷經不同的身分時,會因應自己的身分而轉化能力。本研究立基於此,欲以「能力轉化」為探針,探尋在網路學習情境中,從學習者轉換為鷹架者身分時的學習內涵。
學習無法脫離於情境。不同於習得典範中認為學習是「從生手成為專家」的認知改變歷程,本研究從參與典範出發,欲帶入社群觀點,將網路社群的情境以及各種學習資源納入,將「新手/老手」的概念置入社群中,取代「生手/專家」看似站在天秤兩端的概念作為本研究的切入點,探討「從新手成為老手」的社會性學習歷程。
本文的研究對象為十位在網路社群中從學習者轉變為原社群的鷹架者。欲透過情境學習的合法周邊參與作為分析的架構,再輔以Wenger的實踐社群理論中的概念,分析過去的學習經驗對於「學習者轉化(becoming) 成為鷹架者」的影響。以三個面向分析:(1)從學習者成為鷹架者的航道展演;(2)學習者過去經驗的實踐知識與「成為鷹架者」學習實踐的連結;以及(3)身分的轉變對於跨越不同社群所產生的「多重成員性」。揭露在意欲朝向新身分時,與舊身分進行的拉扯與對抗所交織的衝突與矛盾,以及在離何處境中所迸生的學習內涵。
摘要(英) Learning is assumed to be the outcome of teaching. Much learning in after school extra-activities is informal, social in nature, and unfamiliar with most of the school-bound students. It takes place in social groups engaged in a community of practice. One model for considering the learning that take place in social groups is Wenger’’s concept of communities of practice. In a community of practice, learning, practice, and identity are intertwined.
The purpose of this study was to investigate how learners in a community shift their earlier role as learners to current role as tele-facilitators. Ten novice tele-facilitators aged from eighteen to twenty were investigated for their experiences of facilitating groups respectively during a six-week online inquiry-based learning activities. We build from Lave and Wenger’s Situated Learning-Legitimate Peripheral Participation, Wenger’s Communities of Practice to analysis. Data analysis revealed (a) a trajectory of participation representing movement from learners toward facilitators; (b) learning in practice that is experiential, that combines knowledge of being learners as well as becoming tele-facilitators, and that is quite often in contrast with each other; and (c) an identifiable process of multi-membership development in becoming a novice tele-facilitator. Learning is thus a social practice in becoming a member in tele-facilitator.
關鍵字(中) ★ 多重成員性
★ 合法周邊參與
★ 實踐社群
★ 身分
★ 轉化
關鍵字(英) ★ Becoming
★ Role
★ Legitimate Peripheral Participation
★ Communities of Practice
★ Multi-Membership
論文目次 第一章 緒論…………………………………………………………1
楔子──身分轉變引發一種轉化的過程(becoming) 1
研究動機 2
第二章 文獻探討……………………………………………………5
第一節 網路鷹架情境的文獻回顧 5
一、鷹架者學習議題的重要性 6
二、社群化情境促使鷹架關係與角色的轉移 6
三、領悟──使「學習者成為鷹架者」成為可能 8
第二節 新手VS老手的實徵研究 8
一、學習者的相關研究 9
二、鷹架者的相關研究 10
三、引領──老手學習者VS新手鷹架者的特殊性 12
第三節「過去經驗」的相關研究 14
一、過去經驗與學習的關係 14
二、小結──經驗是助力也是阻力 15
第四節 社會學習理論的探照 16
一、從認知典範移轉至參與典範 16
二、分析架構Ⅰ:情境學習──合法周邊參與 18
三、分析架構Ⅱ:Wenger的實踐社群理論的相關概念 20
四、引領──探看過去與未來的學習 26
第五節 研究問題 28
第三章 研究方法……………………………………………………29
第一節 研究架構 29
第二節 研究議題的定錨 32
第三節 研究田野 35
一、Lain活動的介紹 36
二、鷹架者的學習活動 39
第四節 研究對象 42
第五節 資料蒐集與分析 44
一、Case by Case的分類整理 44
二、訪談與訪談筆記 45
三、網路通訊的資料 47
四、註解分析 48
五、分析、抽概念 49
第四章 研究結果……………………………………………………53
第一節 確立身分轉變(transform)的參與位置 53
一、個人歷程轉變──確立基本位置 55
二、從小學輔vs其它學輔──確立相對位置 56
第二節 從學習者「轉化」(becoming)為鷹架者的展演 60
一、小學輔的普遍參與樣貌 61
二、「轉化」為鷹架者的生活實貌 67
第三節 身分轉變引發的轉化矛盾 74
一、小學輔活躍的舊經驗 74
二、合法參與的新身分 75
三、新舊更迭的矛盾──朝向vs抽離 80
第四節 從「進入」到「轉化」──學習的發生處 83
一、進入.從學習者核心到鷹架者周邊之轉衍(transition)83
二、衝突.斷裂之迸生與學習關係之開展 87
三、據有.轉化為社群的─份子 92
第五節 轉化的實踐意義──斷裂、調和與創造 95
一、跨社群邊界──不連續與多重成員性的失落 96
二、對社群意義體系展開協商──不同航道的競逐 98
三、發展新的意義體係──遊走多重邊緣性的掮客(broker)101
第五章 討論………………………………………………………… 107
第一節 學習意義的新瞭解 107
一、身分對於學習的限制與可能性 107
二、學習階段與評鑑的反思 108
三、多重邊緣性的學習意義 111
第二節 研究方法的討論 112
一、非共時性的研究反省 112
二、「有憑有據」的主觀性期許 113
三、文章論述的收耕 114
第六章 結語…………………………………………………………117
第一節 論文與「我」的相互塑成 118
第二節 貢獻與建議 122
參考文獻 121
附錄
附錄一 小學輔版本的甄選問卷 126
附錄二 學輔營討論話題 128
附錄三 nvivo coder 129
附錄四 論文的故事線 131
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指導教授 陳斐卿(Fei-Ching Chen) 審核日期 2008-7-2
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