知識結構、同儕提問與交互對話之整合課程模式對師資生課程學習之探究   全文下載 更多文章

An Exploration of an Integrated Curriculum Model with Knowledge Structure, Peer Inquiry, and Reciprocal Dialogue on Pre-service Teachers’ Curriculum Learning

本研究主要提出一套整合性的課程設計模式，知識結構─提問─對話模式，結合知識結構、同儕提問與交互對話等方式以探究其對師資生課程學習之影響。本研究針對20位修讀「課程發展與設計」的師資生進行課程學習探究，主要以課程發展與設計知識測驗、課程發展與設計課程學習問卷，以及課程發展與設計課程作業作為研究工具，所獲致的結果如下：一、就課程概念而言，師資生的課程知識測驗與課程學習問卷呈現教學後優於教學前的現象；二、就課程提問而言，師資生呈現提問熟悉度的提升以及提問的效果；三、就課程對話而言，從師資生的學習中呈現出課程對話的效益。最後，根據目前初步的結果提出未來課程與研究之建議。

The aim of this article attempts to develop a model of curriculum design, structure- inquiry- dialogue model, which combines knowledge structure, peer inquiry, and dialogue to explore its effect on pre-service teachers’ curriculum learning. Participants in this study were 20 pre-service teachers enrolled in teacher education program and took the course of curriculum development and design in one semester. The instrument consisted of three parts: a curriculum knowledge test, a curriculum learning questionnaire and curriculum reflections. Results showed three major findings. First, for concepts of curriculum, preservice teachers’ curriculum knowledge increased significantly after taking the course. Second, in terms of inquiry in the courses, pre-service teachers enhanced their familiarity of inquiry and benefited from inquiry. Finally, for dialogue in the courses, pre-service teachers revealed their benefits from dialogue. These preliminary research findings have implications for the further curriculum and study.