實習教師在部落格中的社會網絡與互動行為

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Investigating Pre-service Teachers’Feedback

Behavior in the Blog Community: From the

Perspective of Social Network Analysis

Kai-Yin Lin

Tzu-Ying Yang

Kuo-Hua Wang

Abstract

The purpose of the study was to analyze the interactive behaviors of pre-service teacher on the Blog. Sixty-five pre-service teachers, coming from different study levels, were invited to participate in this project. The major findings were as follows:

1. The peer-interactive behaviors between the subjects revealed bipolar phenomenon.

2. Educational level could influence the pre-service teacher's feedback on the Blog.

3. Correlations existed between frequency of teachers' given and reciprocal feedbacks.

4. The person that teachers interact with were usually in the groups they belong to.

5. The feedback articles of pre-service teachers were mainly focused on "teaching" and "classroom management".

6. The social network of bachelor's level major forms a more meticulous circular network, Master's level major was sparse, and Bachelor’slevelmajordivided into part of crowded, part of disperses.

Keywords: Interactive behavior, Social Network, feedback, Blog, Pre-service Teacher

Kai-Yin Lin: Assistant Professor, Center for General Education, National Taichung Nursing College

Tzu-Ying Yang: PhD Graduated Student, Graduate Institute of Science Education, National Changhua University of Education

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使發訊者及收訊者的角色不斷互換，雙方不斷互動，以便產生共鳴或共識。Dewey 認為，所有的學習都離不開社會情境，在此社會情境中，所有的成員都可以表達自己的想法，也可以針對別人的想法給予回饋，透過同儕間的互動讓自己的想法更加清楚，讓學習更有意義。 Piaget 則指出社會互動是人與人間的思想觀念的交流，而人與人間的直接對話則為最直接、頻繁的一種社會互動（楊文金， 2000）；李淑芬（ 1997）指出，回饋本身就是一種解決問題的工具，在各種活動歷程中，透過意義的建構與重整，專業對話的檢視修正、調整，進而以深化知識的訊息作為解決問題的憑藉。劉阿榮（ 1993）認為要促成良好的回饋互動，不僅須提供對方可接受的答案，更要進一步回應對方、提供解釋澄清、評論對方意見、鼓勵支持對方等回饋行為，才可協助組織成員彼此建構出知識。

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路「結構層次」之分析，比較不同師資養成型態網路在結構特性之差異，包括：網路之密度、小群體的數量（叢聚分析）、迴響行為是集中在少數人或分散在多數人（集中度）等，並將結果以圖形及表格呈現。本研究以 Scott(2000)指出最為普遍使用的 UCINET 軟體做為分析工具 (Borgatti, Everett & Freeman, 2002)：

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圖三大學部實習教師的社會網絡密度圖四研究所實習教師的社會網絡密度

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(二 )多維尺度分析

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