Abstract
<p>本研究以行動研究的方式,探討探究式教學融入教育心理學課程的實施情形,以及對師資培育者專業成長的影響。研究對象為某師資培育中心修教育心理學課程的師資生20名,共歷時一學期。研究過程中,研究者以「學生探究能力學習單」、「課堂學習氣氛問卷」、「課堂觀察紀錄表」、「教學研究日誌」、「學生作業」與「教學意見回饋」等方式蒐集資料。結果發現,藉由核心問題與層次性提問能有效營造教室探究文化,提高師資生的學習投入,進而展開自主探究學習;在探究步驟中,善用多元評量與具體回饋,讓師資生的學習變得可見;師生亦從探究中形成專業知識與理念,產生理論與實務的連結與意義。再者,研究者亦從反思中強化了探究教學信念,弭平教學壓力與成果的衝突,進而建構出探究教學轉化模式,其結果能提供師資培育課程之探究教學建議。</p> <p>&nbsp;</p><p>This research explored the implementation of an inquiry-based instruction integrated into the curriculum and its impact on the professional growth of the teacher educator using action research. Participants in this study were 20 pre-service teachers who attended an Educational Psychology course. The researcher collected multiple data from the participants&rsquo; responses for Student Inquiry Ability Checklist, the class learning atmosphere questionnaire, the teaching and reflection journals, and the pre-service teachers&rsquo; reports in class. The findings indicated that essential questions and questioning regarding Educational Psychology could be used to effectively create a classroom with a culture of inquiry, increase pre-service teachers&rsquo; engagement in class, and carry out self-directed inquiry learning. During the process, the researcher made good use of multiple assessments and specific feedback to raise pre-service teachers&rsquo; performance. It can be seen that the researcher and pre-service teachers constructed professional knowledge and ideas and generated connections and meanings between theory and practice. During this process, the researcher strengthened their belief in inquiry-based instruction from reflection, reduced the conflict between teaching pressure and student learning outcome and constructed a transforming model of inquiry-based instruction. Suggestions for implementing a similar curriculum were proposed for future studies.</p> <p>&nbsp;</p>
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