| 摘要: | 在現今的108課綱中，學習並非只是以成績結果做為導向，而是開始講求素養能力。如今的課室中，討論時常作為培養素養能力的方法之一。研究過程中，研究者發現，「討論」似乎可以帶給師資生「概念的轉變」，但這些改變並未被詳細記錄下來。因此，本研究之目的在於，探討師資生在基於促進想法改變的討論設計下，產生了哪些面向的概念轉變，而發生的原因為何？並且藉由課程中所看見的轉變，進而了解在這樣的討論設計下，帶給師資生什麼樣的影響。
本研究透過質性研究中的個案研究法進行研究方法的設計，並藉由訪談、文件分析等作為資料分析之方式，將師資生產生的概念分為三個改變階層—（1）信念的改變；（2）概念的改變；（3）產生新想法，與三個面向—（1）教學方法；（2）課程設計；（3）教學法概念，來做陳述，並將課程進行剖析，以了解課程設計與師資生產生的概念轉變之間的關係，進而說明授課教師設計課程之目的與師資生最終產生的改變之間的差異。
本研究結果顯示，師資生在為期一學期的課程中，產生改變階段大多落在「信念的改變」，極為少數的師資生能產生「概念的改變」，而「產生新想法」則是尚未有人能達成。師資生產生改變之原因，大多也與授課教師所設計之課程息息相關，一連串學習活動提供了師資生對於「知識概念」與「應用概念」循序漸進的改變機會，但也因課程時間等不可控之因素，導致在「應用知識」部份，與授課教師原先所預期的有差異，師資生對於教學法的使用時機，與目的理解的程度較不完整，因此在此部分尚有可優化之空間。
;In Taiwan′s current 108 Curriculum Guidelines , learning is no longer solely driven by academic achievement but increasingly emphasizes the cultivation of competency-based education. Within today’s classrooms, discussion has become a commonly adopted strategy to develop such competencies. During the research process, the researcher observed that “discussion” appears to facilitate “conceptual change” among teacher candidates. However, these changes have not been systematically documented. Therefore, the purpose of this study is to investigate what dimensions of conceptual change occur among teacher candidates under a discussion design aimed at promoting conceptual shifts, as well as to explore the underlying causes of these changes. Furthermore, the study aims to understand the impacts this discussion design has on teacher candidates by examining the transformations observed during the course.
This research adopts a qualitative case study methodology and utilizes interviews and document analysis for data collection and analysis. The conceptual changes experienced by the teacher candidates are categorized into three hierarchical levels: (1) changes in beliefs, (2) changes in concepts, and (3) generation of new ideas. Additionally, these changes are examined across three dimensions: (1) teaching methods, (2) curriculum design, and (3) pedagogical concepts. The course content is also analyzed to elucidate the relationship between course design and the resulting conceptual changes among teacher candidates. This analysis further aims to illustrate the discrepancy between the intended goals of the instructor’s
course design and the actual transformations experienced by the teacher candidates.
Findings from this study indicate that, over the course of a semester, most teacher candidates exhibited changes primarily at the “belief change” level, with only a few achieving “conceptual change,” and none reaching the level of “idea generation.” The causes of these changes are closely related to the instructor’s course design. The sequence of learning activities provided teacher candidates with gradual opportunities to shift their understanding of “knowledge concepts” and “applied concepts.” However, uncontrollable factors such as limited instructional time contributed to a gap between the intended and actual outcomes, particularly in the area of “applied knowledge.” Consequently, teacher candidates demonstrated an incomplete understanding regarding the appropriate timing and purpose of pedagogical strategies, suggesting that there remains room for improvement in this aspect. |
