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研究生:盧巧穎
研究生(外文):LU, CHIAO-YIN
論文名稱:華語及中文教學之實習要素比較研究- 以師徒制模式之實習教師視角切入考察
論文名稱(外文):A Study of the Elements of Practice in Teaching Chinese as a Second/Foreign Language and Chinese Teaching- Perspective of the Pre-service Teachers in the Mode of Mentorship
指導教授:謝奇懿謝奇懿引用關係
指導教授(外文):Hsieh, Chi-Yi
口試委員:余昭玟吳明隆
口試委員(外文):Chao-Wen YuMing Lung Wu
口試日期:2022-07-28
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:華語文教學研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:184
中文關鍵詞:華語教學中文教學教學實習師徒實習制實習教師
外文關鍵詞:Teaching Chinese as a Second Language (TCSL)Teaching Chinese as a First Language (TCFL)teaching practicummentorshippreservice teacher
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      在教師專業發展過程中,教學實習有著舉足輕重的重要性地位,不論是在華語教學,或是中文教學之課程架構中,教學實習皆列入必修課程。然而,當各個教學系所為了滿足學生之畢業門檻而提供了許多教學實習的機會,但在另一方面,教學實習的品質是否也因此而被兼顧了?因此本研究旨在探討在中文教學之半年實習及華語教學之教學實習中,對於以師徒制為主要實習模式進行實習的實習老師而言,其對於構成一個「好的實習」之所需要素為何,並將其要素做一分析及比較。
      本研究為質性研究,蒐集資料的方法為訪談法中之半結構式訪談。研究對象共12位實習老師,分別為中文教學之實習老師6位,華語教學之實習老師6位。而為了確保其研究信度,研究者則針對訪談大綱進行專家審查。而在分析資料上,首先,研究者透過觀看訪談錄影檔並著手撰寫逐字稿,而後則根據訪談大綱之內容進而歸納出5大主題,最後則以這5大主題為基礎去分析訪談之逐字稿內容。
     本研究發現:一、實習對於兩個體系之實習老師於班級經營、備課技巧、教學技巧等層面上之能力皆有所助益。二、師徒實習制下師徒間的互動關係及實習老師對於此一實習模式之想法及建議。三、實習夥伴間的關係對於彼此有一定程度的效益。四、實習老師於場域中定位之真實情況。五、兩個體系之實習老師對於構成一個「好的實習」之要素分析及比較。
      根據研究結果,本研究得出以下結論:一、兩個不同體系之實習老師所期望之實習要素大致相同,由此可知,這些要素皆缺一不可。二、教學實習能對實習老師之專業發展及實務能力有所助益。三、實習老師於實習場域中的定位仍存有模糊性之灰色地帶。四、實習老師肯定師徒實質制於實習過程中所產生之效益。五、實習夥伴能發揮相互支持、學習並砥礪之積極作用。
     而研究者真心希望,本研究之研究結果與其結論可供師資培育機構、相關教學系所、實習學校及師傅(輔導老師、主課老師)等單位參考以使教學實習更臻於完善。
    During the teacher professional development, teaching practicum plays an important role. Whether in Teaching Chinese as a Second Language (TCSL) or in the curriculum framework of Teaching Chinese as a First Language (TCFL), teaching practicum is one of the required courses. For preservice teachers, teaching practicum has its benefits and value in enhancing their professional knowledge and competences. However, when every teaching department provides many opportunities for students to meet the graduation threshold, on the other side, is the quality of teaching practicum also considered? Therefore, this study aims to investigate what are the necessary elements to constitute a "good practice" for the preservice teachers who practiced with the mentorship in two different systems.
     This research adopted the qualitative research approach, and the method of collecting data was the semi-structured interview. Participants included 12 preservice teachers, including 6 FL preservice teachers and 6 SL preservice teachers. To make sure the research reliability, the researcher conducted an expert review of the interview outline. On data analyze, the researcher first to write the transcript by viewing the interview videos, then according to the interview outline, 5 major themes were sorted out, and finally based on these five themes, the transcripts of the interviews were analyzed.
    The research found that (1) Teaching practicums are helpful and beneficial for preservice teachers in both systems in terms of class management, lesson preparation skills, teaching skills, teaching beliefs, teaching preferences, and interpersonal and communication skills. (2) Interaction between mentors and apprentices under the mentorship and preservice teachers’ thoughts and suggestions on this practice mode. (3) The relationship among peers has its benefits for each other. (4) The real situation of the preservice teacher’s positioning in the field. (5) Analyzed and compared the elements that constitute a "good practice" by preservice teachers in the two systems.
    Based on the research results, this study derived the following conclusions: (1) For two different systems of preservice teachers, the elements of what constitutes a "good practice" are roughly the same, thus, it can be seen that these elements are indispensable. (2) Teaching practicum has a certain degree of influence on the professional ability and professional development of preservice teachers. (3) There is still a gray area of​​ambiguity in the positioning of preservice teachers in the field of practice. (4) The mentorship has a great influence and benefit on the growth of preservice teacher’s professional ability and professional development. (5) peers support each other, learn from each other, and strengthen each other during the process of the teaching practicum.    
   Researchers sincerely hope that the results and conclusions of the research can be referenced by teacher training institutions, teaching departments, practice schools and mentors to make teaching practice more perfect.
 
目次
中文摘要............i
Abstract...........ii
表目次.............vii
圖目次.............viii
第一章  緒論..................1
第一節 研究背景..............1
第二節  研究動機..............4
第三節  研究目的與問題..............6
第四節   名詞釋義..............8
第二章 文獻探討..............11
第一節 實習的意涵與重要性..............11
第二節 師徒實習制之意涵..............16
第三節 「好的實習」的構成要素..............19
第四節 實習老師多元的角色..............29
第五節 實習老師間的關係..............33
第六節 一語中文教學與二語華語教學之比較與剖析..............35
第三章 研究方法..............49
第一節 質性研究取向..............49
第二節  研究流程..............51
第三節   資料蒐集..............52
第四節   研究範圍..............55
第五節   研究對象..............59
第六節  學術倫理..............62
第七節  研究效度之專家效度..............62
第八節  資料蒐集與分析..............65
第九節  資料處理..............67
第四章  研究結果與討論..............69
第一節   實習對於實習老師的意義與影響..............69
第二節   師徒制之下的關係與互動..............83
第三節   實習老師於實習場域中的定位..............92
第四節   實習老師間的同儕關係..............108
第五節  構成好的實習之要素分析..............111
第六節  綜合比較及論述..............120
第五章 結論與建議..............145
第一節 結論..............145
第二節 研究限制及未來研究方向..............164
第三節  研究建議與個人省思..............165
參考文獻..............168
附錄一  訪談大綱..............181
附錄二  訪談大綱進行專家審查............................182
附錄三  訪談大綱進行專家審查後之版本..............183
附錄四   訪談知情同意書.............184












表目次
表 2 1     一語中文教學與二語華語教學之比較與剖析..............41
表 2 2     一語中文教學與二語華語教學之比較與剖析..............42
表 2 3     華語教學實習在不同層面所需之調整..............47
表 3 1   華語教學實習類型..............55
表 3 2     中文教學實習之受訪實習老師背景資料表..............60
表 3 3     華語教學實習之受訪實習老師背景資料表..............60
表3 4    專業專家效度名單..............65
表 3 5    研究資料編碼說明..............67
表3 6    歸納之五大主題..............68




圖目次
圖 2 1   在教學情境中之挑戰、支持及建構其教學本身..............21
圖 2 2   專業發展系統之組成要素..............30
圖 3 1     研究流程圖..............51
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