師資培育中心2018-04-122025-07-282018-04-122018-04-12https://ir.ntus.edu.tw/handle/987654321/66090計畫編號：NSC89-2413-H028-003 研究期間：2000/08/01~2002/01/31本研究旨在透過協同行動研究，讓參與本研究之高職初任教師，對班級經營的實際及所遭遇的問題能加以反省與改進。協同行動研究強調從業者與研究者之間的合作，透過二者的合作、此系統鼓勵初任教師在班級經營中，實驗與改進行動。本研究成員包括高職導師四位（二位資深、二位初任）及一位師資培育者；研究方法，主要採用行動研究的步驟，包括（1）發現問題；(2)澄清研究問題；（3）搜集與分析資料；（4）發展行動策略，並付諸實踐（5）觀察反省（6）分享過程與成果。在座談會中，研究小組透過反省性訪談與分析性對話後，二位初任老師針對所確認的問題（班級常規不佳與學業成就低落），提出不同的策略、付諸實施、觀察與反省。在研究的過程中，研究小組常透過不斷的討論，提出各種可能性和不同的觀點幫助二位老師反省。反省之後，再重新計畫、行動、觀察、和反省構成另一個循環的週期。亦即，一次循環，再進入另一次的循環，重新修正計畫、修正行動、和更多觀察和反省。研究小組發現二位初任導師所描述的問題，不論是班級秩序或學習態度不佳，似乎都是由特定的學生所引起的，所以將班上“特殊”學生列為輔導的對象，作為第二階段行動研究努力 改善的重點。從行動研究的經驗，二位初任教師對高職導師的角色，有更深一層的體驗，雖曾困惑、掙扎於理論與實務之間的差距，但逐能根據班級的特性和實際的結果，不斷的修正理念與策略。 This study on action research projects conducted by classroom teachers focused on how action research improves the understanding of educational practices by practitioner-researcher themselves. The literature review in this study concerned three general topics: classroom management, action research, and professional development. Data were collected from a number of different sources: case studies written by the classroom teachers, direct observation notes by the researchers, semi-structured interviews, questionnaires and the researcher–classroom teacher seminars. Four classroom teachers participated in this study. Data analysis included three stages: organizing data, coding data, and analyzing and interpreting data. A descriptive analysis were used to analyze all data obtained in this study. The results action research can bring education breadth and depth of understanding and result in more intelligent actions. Classroom teachers in this study agreed that collaborative action research was a good way to improve the problems of discipline and learning and to promote professional development. Suggestions for improving the problems of classroom management action research should be stressed.300219 bytesapplication/pdf行動研究; 協同行動研究; 反省性教學; 專業成長; 班級經營action research; collaborative action research; reflection; professional development; classroom managementreport