| 摘要: | 本研究旨在探討大學教師如何透過課堂討論的設計，引導師資生發展其教學法應用能力。儘管師資課程強調對教學理論的理解，實際上卻常常缺乏將所學知識有效應用於教學實踐的設計。本研究以某大學的「教學原理」課程為研究場域，重點在於教師如何透過討論活動，協助師資生從知識的接受者轉變為具備應對教學情境所需實踐能力的教師。
本研究採用個案研究法，選取八位師資生，分為四組，分別負責直接教學、探究教學、合作學習及翻轉教學。資料來源包括課堂觀察、教師訪談及歷程檔案，並運用本研究所發展的「教學法應用能力轉變分析架構」。該架構涵蓋六個面向：理論與實踐的連結、反思能力、教學策略的創新與多元化、溝通與互動能力、即時評估與回饋，以及教師自我效能，這些面向是根據多篇相關文獻進行歸納而成。
研究結果顯示，在課程中，透過四種教學法的循環過程（包括課前閱讀、小組及跨組討論、教學演示、全班統整與反思），協助師資生逐步內化教學法的理解並實踐於行動中。大多數師資生在教學理解上有所轉變，逐漸能夠從學生的角度思考教學設計，然而也有少數因投入不足而轉化效果有限。
本研究聚焦於文獻中較少探討的部分，釐清討論設計在促進教學法應用轉化過程中的實際情況，並呼應社會文化學習理論、認知學徒制、反思實踐及學習遷移等觀點，為師資課程設計提供具體的啟示。;This study examines how a university instructor designs classroom discussions to help pre-service teachers develop the ability to apply instructional methods. While teacher education often focuses on theory, it may lack opportunities for practical application. This research analyzes a Principles of Teaching and Learning course using a case study approach, involving eight pre-service teachers in four groups, each responsible for a different instructional method: direct instruction, inquiry-based learning, cooperative learning, and flipped classroom.
Data were collected through classroom observations, instructor interviews, and student portfolios. Analysis was based on a researcher-developed framework with six dimensions: theory-practice linkage, reflection, innovation in strategies, interaction, assessment and feedback, and self-efficacy.
Findings show that, throughout the course, the cyclical learning process involving four teaching methods, including pre-reading, group and cross-group discussion, teaching demonstrations, and reflection, to support students’ learning progression. Most participants demonstrated growth in instructional thinking and a better understanding of learners’ needs, while a few showed limited transformation due to low engagement.
This study highlights the role of structured discussion design in bridging theory and practice in teacher education, while offering practical insights grounded in a range of learning theories, including sociocultural learning, cognitive apprenticeship, and learning transfer. |
