| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === The purposes of this study were: 1. to build a web-based portfolio reflective mode that was made up to the preschool inclusive class teachers’ needs; 2. through the web-based portfolio reflective mode, to examine the changes in types of the preschool inclusive class teachers’ reflections; 3. based on the reflective benefit analysis, to understand the influences of this model on the preschool inclusive class teachers’ problem solving performance; 4. to judge the appropriateness of the web-based portfolio reflective mode.
I.The construction of the web-based portfolio reflective mode
This study, based on the investigation approach collecting preschool inclusive teachers’ teaching problems, formed the focus concept of the reflective mode in blog-writing. This research adapted reflective thinking-solving approach and was constructed through four layers of reflection—custom behavior, understanding, reflection and critical reflection. Last but not the least, this research combined computer technology and put blogs into the web-based portfolio. By blog discussion function and its hint-and-guide effect which aimed to uplift the preschool inclusive class teachers’ reflective benefit.
A. Teaching difficulties and investigation results
Two hundred subjects were selected through delaminated random sampling from Kaohsiung city, Kaohsiung County and Pindong County. All the subjects were sent questionnaires and 175 of them retured. Data was analyzed by descriptive statistics, and ARIMA model variance analysis, and the results are listed below:
1.What puzzled the preschool inclusive class teachers most was to deals with the behavior problems of young children with handicap.The next ones on the list were the young children with handicap sudden outbreak (for example: hits the person, cries noisy or the autonomy).
2.What puzzled the preschool inclusive class teachers most was classroom management.The next ones on the list were curriculum and teaching and resource handling.
B. The blog pattern of the web-based portfolio reflective mode
Information was gathered from written responses after watching inclusion-topic films and oral responses through interviews which revived inclusive teachers’ recent experiences and reflections. In the phase before and after action introspection, the researcher interviewed two groups of teachers-experiment as well as control groups. Both groups showed positive reactions.
II. Analysis of the benefits and type of web-based portfolio
Thirty preschool inclusive teachers from Kaohsiung City, Kaohisung County and
Pindong County were subjects in this phase of study. This lasted for 14 weeks. Introspective checklist, attributive introspection checklist and investigation on web-based portfolio were applied. Independent sample T test, symmetry tests and Chi square—namely homogeneous percentage checklist were used for analyses and information were gathered from the web-based portfolio reflective mode commentary.
A.The introspection level had lifted in the experimental group when web-based portfolio reflective mode had been carried out. It was higher than the control group. Understanding had dissipated to introspection and critical introspection and introspection dissipated to critical introspection.
B. Teachers from the experimental group were better than those from the control group in number of portfolio publications and discussions. On the introspective level, experimental group from the field of introspection and understanding did better in number of portfolio publications.
C. Teachers from the experimental group did better than teachers from the control group in the blog-writing process.
D. From the reflective benefits been analyzed, the web-based portfolio reflective mode had positive impact on the preschool inclusive class teachers.Although there were four teachers in the experimental group who did not respond and seven thought that difficulties had increased, 19 out of 30 in the experimental group had clarified that their difficulties had been minimized. The result was a more than average level of uplift.
E. From the investigation on web-based portfolio been analyzed, The design of the reflective mode in this study in terms of blog was differed from those traditional reflective diaries.
1.Teachers were willing to continue their blog-writing as a way to solve future problems in their teaching.
2. Teachers felt that blog-writing helped them learning to write introspective diaries. And the discussion functions also helped them to introspect.
3. Through the process of writing blog, the teachers found that they also learned more about inclusive education. They got better insight to the their teaching difficulties. After they had the blog-writing experience, they felt their were more confident to solve future problems.
Keywords：Web-Based Portfolio Reflection Mode, Preschool Inclusive Class Teacher, Teaching Problems, Reflective Thinking-Solving Approach, Blog
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