幼稚園中自發性教學研討團體討論互動歷程之個案研究

• Main Author: 鍾冉媺
• Other Authors: 丁雪茵
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/66891602910294996833

碩士 === 國立新竹教育大學 === 幼兒教育研究所 === 93 === This study uses the case study method to investigate the interaction among the members of a kindergarten teacher peer group who discuss about their teaching spontaneously. During the ten-month study, participant observation is the main method used while interview method is also used. The aims of the study are, first, how are the discussions carried out; second, what professional growth is gained by the peer group. This study found out that the typical way in carrying out a discussion is: start with some eating and drinking, followed by a formal discussion, and finally informal talk. In the formal discussion three models are typical: One-way presentation by a particular member, assigned turn-taking sharing by all the members, and cross discussions. The three models all contribute to professional growth. After the long-term discussions based on practical teaching, the reflective level of discussion shift from the reflection of teaching practices to that of a broad view of values. During the long process, members become more active in bringing out their own opinions rather than just listening to others. The long-term process helps to broaden the teachers’ thinking scopes, raise the teachers’ awareness of their own beliefs in teaching, and enhance their prefessional confidence. Three important factors influence the discussion process. They are affective relationships, the leader, and the group members. The sharing of food in the beginning session, the supportive conversations during the formal discussion, and the relationship recovering talk after the meeting all contribute to strengthen the members' family-like relationships. The relationships ensure a safe environment with mutual trust for discussion. The leader plays an important role in setting up the interactive norms, the focus of the discussions, and ways the group operates. She can modify the rules, or delay her own speech so as to avoid a monopoly in presentation but increase time for cross interactions among the memebrs. These strategies allows the members to learn more and think deeper, or shift to a higher level in reflection. Finally, group members make the discussion possible by their participation. By bringing in their opinions and taking part in the discussions, the members broaden the scope of the contents and contribute to the depth of the discussions.