| 摘要: | 隨著全球教育趨勢的轉變與台灣十二年國民基本教育的實施，教育目標從知識傳 授轉向核心素養的培育，強調學生「自主行動」、「溝通互動」、「社會參與」等發 展。教育典範轉移中，教師成為引導學生適應未來挑戰的關鍵，其專業素養與教學品 質直接影響學生的學習成效。教師反思作為專業發展的一環，不僅是教師自我成長的 動力，更是確保教學與時俱進、符合時代的重要機制。然而，現實中教師反思實踐面 臨諸多挑戰，包括反思意識不足、反思結構缺乏、反思形式單一、反思引導不足，以 及缺乏有效的協作平台等問題。因此本研究以「經驗學習理論」與「知識翻新理論」 為雙重理論基礎，整合「反思鷹架引導」機制，建構一套系統性的反思架構，以解決 過往教師在教學反思上遇到的困難，並能幫助教師成長。基於上述概念並整合個人反 思、協作反思和社群反思三個層次設計與開發「多層次教師反思社群平台」。
個人反思功能方面，系統透過概念鷹架提供反思主題分類，程序鷹架提供結構化 反思引導，創新性地整合大型語言模型技術作為 AI 反思助手，透過智慧化對話引導， 協助教師突破慣性思維，進行更深層次的自我反思。在協作與社群反思功能方面，建 立包括封閉式和開放式的多層次互動機制，透過發文鷹架和留言鷹架促進結構化的專 業對話。此外，系統提供反思儀表板分析功能，幫助教師監控自己的反思實踐並促進 後設認知的發展。本研究採用問卷調查法針對 32 位教師進行科技接受模式進行系統評 估，針對系統的知覺有用性、知覺易用性和使用意願進行分析。結果顯示，教師對於 系統的整體接受度和各項功能的知覺有用性均呈現正向反應，期望未來進行長期使用 效果追蹤，深化理論驗證，有效使教師的反思實踐，促進教師專業發展。;With changing times, educational goals have shifted from knowledge transmission to core competency development, emphasizing students′ capabilities in "autonomous action," "communication and interaction," and "social participation." In this educational paradigm shift, teachers play a crucial role in guiding students to adapt to future challenges, with their professional competence and teaching quality directly affecting student learning outcomes. Teacher reflection, as an essential component of professional development, serves not only as a driving force for teachers′ self-growth but also as an important mechanism to ensure teaching practices keep pace with contemporary needs. However, teacher reflection practices face numerous challenges including insufficient reflection awareness, lack of reflection structure, limited reflection formats, inadequate reflection guidance, and absence of effective collaborative platforms. This research integrates "Experiential Learning Cycle Theory," "Knowledge Building," and "Reflection Scaffolding Guidance" to address these difficulties and promote teacher growth. Based on these three concepts, a "Multilevel Teacher Reflection Community Platform" was designed and developed, integrating personal reflection, collaborative reflection, and community reflection. The system provides conceptual and procedural scaffolding, utilizes large language models as reflection assistants, and establishes multi-level interaction mechanisms through posting and commenting scaffolds. Additionally, the platform offers reflection dashboard analysis functionality to help teachers monitor their practices. A questionnaire survey with 32 teachers showed positive responses regarding the system′s perceived usefulness, ease of use, and intention to use, demonstrating the platform′s potential for promoting teacher professional development. |
