同儕視導對教師教學語言行為發展之研究

• Main Author: 余成堯
• Other Authors: 鄭淵全
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/94499270224067771915

碩士 === 國立新竹師範學院 === 課程與教學碩士班 === 91 === Abstract The research was the result of a three-teacher peer group. The peer group members were the three teachers in social science at fifth grade in Yue-le Elementary School. They were also the partners making professional talks and peer supervision through the processes of classroom observation and discussion. The research focused on the development of teachers’ linguistic behaviors and the possible achievement model of peer supervision. The research activity’s process was in recurring form of discussion, observation, feedback and self-examination, specialized growth, re-discussion, and re-observation. In the process, Mr. Chen was the observed, the researcher and Mr. Liou were the observers who entered Mr. Chen’s classroom , using tape recorders and cameras to record the ‘verbal flow’ ,‘anecdotal records’, and ‘the selective verbatim’ between the observed and his students. That way was also the basis of collecting teacher talk information and the extensive feedback discussion. After 23 discussion and 4 classroom observation, the following research results were: I. Peer supervision provided the observed the opportunity to examine his own teaching in the comfortable and non-embarrassing circumstances for the observed trusts the peer observers. However, the entire practice was limited to ‘teachers’ concept.’ II. Peer supervision provided the effective results in teacher’s question, waiting for answers, feedback, linguistic behaviors, developmental teaching methods, extending students’ answering abilities, and more mutual reaction between the teacher and the students. III. Peer supervision was a recurring process, which needed the participants’ strong wills and took teacher’s discussion culture and abilities into consideration. IV. Peer supervision could make the followings possible: teachers’ self teaching examination, the improvement of clinical supervision theory and skills, the development of assistant cooperation, and the attempt of various teaching methods. V. Peer supervision made school change, including the improvement of discussion atmosphere, teachers’ research, and teachers’ assistant cooperation. The research also provided teaching and peer supervision some suggestion: I. Besides teacher’s behaviors, the research suggested teaching in social science take students’ unifying, criticizing, and expressing abilities. Teachers should avoid interrupt students’ answering too early or too much. They could ask students more questions such as WHY and ANY MORE OPINIONS to make students discuss and discover more. They could classify their feedback words to promote students’ answering standards, and pay more attention on some special students. II. The peer group suggested that schools carry out peer supervision in the following steps . To begin with, the administration promotion was needed. The number of volunteer peer group members was 3 to 5 .The practice took teachers’ interest or needs into consideration. The process lasted one semester. One discussion weekly and two classroom observation a semester were requested. The school provided proper encouragement and performance chances. Keywords : peer supervision , classroom observation , teachers’ linguistic behaviors , teaching in social science