期刊目錄列表 - 63卷(2018) - 【教育科學研究期刊】63(1)三月刊

現象學取向的磨課師教學經驗隱含之意義 作者:國立臺灣師範大學資訊中心汪耀華、國立臺灣師範大學科技應用與人力資源發展學系張基成

卷期:63卷第1期
日期:2018年3月
頁碼:141-171
DOI:10.6209/JORIES.2018.63(1).05

摘要:
本研究旨在探討磨課師(MOOCs)教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟,從受訪教師內隱的心理體驗歷程,歸納屬於人們共通性現象的經驗之意義,可分五大項陳述:傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述,發現MOOCs授課教師具備五項教學經驗的意義:一、轉化專業實務經驗:將實務歷練注入教材製作,不同於學校課程所教授的內容與型態,讓學生感知有用及興趣。二、善用多媒體建構教材:教師構思教學劇本架構,編導影片或動畫,與生活面連結讓學生易於理解,引導學生想像空間預見未來。三、增加多元學習經驗:引用多元資源教學,安排實務專家參與課程,擴增學生視野及知識。四、精進數位教學知能:放下個人名利心,體驗MOOCs教學,獲得磨練及反思。五、做中學的精神:懷抱創新教學的熱情,勇於嘗試執行。最後,從反思MOOCs授課教師教學經驗的意義,得到啟示並提出建議。

關鍵詞:教學經驗、現象學、經驗意義、磨課師

《詳全文》 檔名

參考文獻:
  1. 卯靜儒(2008)。全球化效應下的課程改革-知識社會學的幾點觀察。教育研究月刊,170,5-14。【Mao, C.-J. (2008). Course revolution under globalization─Some observations from the view of sociology of knowledge. Journal of Education Research, 170, 5-14.
  2. 史美瑤(2012)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊,36,42-44。【Shih, M.-Y. (2012). Teaching in the 21st century: Teacher development toward “learner-centered”. Evaluation Bimonthly, 36, 42-44.
  3. 汪文聖(2001)。現象學方法與理論之反思:一個質性方法之介紹。應用心理研究,12,49-76。【Wang, W.-S. (2001). A reflection on the phenomenological method and theory: Introduction to a qualitative method. Research in Applied Psychology, 12, 49-76.
  4. 林志成(2015,10月26日)。磨課師成時尚 海洋之窗最夯。中國時報。取自http://www. chinatimes.com/newspapers/20151026000319-260114 【Lin, C.-C. (2015, October 26). MOOC is IN! “The Window of the Ocean” is the hottest among all. China Times. Retrieved from http://www.chinatimes.com/newspapers/20151026000319-260114】
  5. 施偉隆(2009)。從現象學的觀點對質性研究的省思。新竹教育大學人文社會學報,2(1),127-152。【Shi, W.-L. (2009). A reflection on qualitative research from phenomenological viewpoint. Journal of Humanities and Social Sciences of NHCUE, 2(1), 127-152.】
» 展開更多
中文APA引文格式汪耀華、張基成(2018)。現象學取向的磨課師教學經驗隱含之意義。教育科學研究期刊,63(1),141-171。doi:10.6209/JORIES.2018.63(1).05
 
APA FormatWang, Y. -H., & Chang, C. -C. (2018). Denotations pertaining to teaching experiences of massive open online courses on the basis of the phenomenological perspective. Journal of Research in Education Sciences, 63(1), 141-171. doi:10.6209/JORIES.2018.63(1).05

Journal directory listing - Volume 63(2018) - Journal of Research in Education Sciences【63(1)】March

Denotations Pertaining to Teaching Experiences of Massive Open Online Courses on the Basis of the Phenomenological Perspective Author: Yao-Hua Wang (Information Technology Center, National Taiwan Normal University), Chi-Cheng Chang (Department of Technology Application and Human Resource Development, National Taiwan Normal University)

Vol.&No.:Vol. 63, No.1
Date:March 2018
Pages:141-171
DOI:10.6209/JORIES.2018.63(1).05

Abstract:
This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives—Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experience. Such materials differ from the contents of traditional courses and enable students to find the topic useful and interesting. (2) Preparing optimal multimedia teaching materials: This category involves teaching by utilizing the framework provided in the teaching materials and editing videos or animations by linking the topics with situations encountered in daily life. This enables students to comprehend the materials easily and face the future responsibly. (3) Diversified learning experiences: This category involves teaching with diverse resources, including experts, to broaden students’ horizons. (4) Advancing the digital teaching ability: This category involves setting aside the individual fame and profit during teaching and teaching MOOCs to provide appropriate training and obtain suitable feedback. (5) Spirit of learning by experiences: This category involves cherishing the enthusiasm of innovative teaching and taking up novel challenges when teaching. Finally, implications and recommendations are proposed by analyzing the denotations pertaining to instructors’ experiences of teaching MOOCs.

Keywords:experiential connotation, MOOCs, phenomenology, teaching experiences