第六章 結論與建議
壹、本研究的特色與貢獻
本研究整合認知建構與社會建構的觀點下，以製造教師新舊教學概念的「認 知衝突」學習閱讀策略教學的內容知識，以說明、解釋與詮釋的「建模」歷程協 助教師深入覺察自己的教學問題，以教學示範與臨床指導的「同儕教練」傳遞閱 讀教學法，構築形成「調適、覺察、行動」的教師專業發展機制。同時希望藉由 不同階段的觀察與訪談，瞭解教師於外在的教學行動與師生互動，以及教師內在 的教學信念的變化影響，作為專業發展課程對教師學習閱讀策略教學的影響效果 的驗證。整體而言，本研究不同於過往相關研究的特色，有以下幾點：
一為本研究整合認知建構與社會建構的學習觀點，架構閱讀策略教學專業發 展課程的內容與策略，提出一個能影響教師教學實作的專業發展模式，並分別從 專業發展課程的整體內容與策略的互動關係探討其對教師學習的影響變化，包括 教學內容，教學取向，以及策略教學的信念。
其次是本研究結合閱讀策略的學習表現，瞭解教師有效學習的機制或專業發 展教學策略，並提出「調適、覺察、行動」的專業發展模式作為解釋教師學習歷 程與設計教師專業發展的初步理論根據。相較於以往研究多注重教師個人的基本 特性（年資、性別、學歷等）對教師專業發展的關，或指出專業發展課程對教師
的閱讀教學有所影響（NRP, 2000），對於影響或改變的機制則較少探討。本研究
從多重介入的結果獲得豐富證據的同時，更可以理解影響教師學習變化的可能機 制。
第三個特色是本研究採取同時多重檢驗的混合研究方法，同時蒐集質化研究 資料與量化研究資料，並進行相互對照的檢證其有效性。將質化資料，例如教師 的教學程序與教師教學的序列結構，予以量化圖示法，並加以統計考驗其出現序 列行為的顯著性。其創新分析方法可成為分析師生互動的可行工具。這些嘗試都 可以為互動理論的發展提出一些新的思考方向。
貳、本研究的主要結論
本研究結果顯示老師們接受閱讀策略教學之專業發展課程後，是可以改變 教學行動，致使教師在教學行為上表現出更多與新閱讀策略教學概念相吻合的教 學行動，也較例行的教學花更多的心力在閱讀理解教學上。
綜合上述分析與討論，本研究主要結論分述如下：
一、閱讀教學專業發展課程影響部分教師於教學程序與教學內容的變 化
根據教師於學習有關閱讀策略教學的相關知識後，參與教師開始將具有學 生參與性質的討論與發表的活動，加入原來的例行教學程序或重新思考整體的教 學程序。而教師於進行討論教學活動時，其教學程序分別從 ABD 或 AD 的聚焦 討論程序，發展變化至先擴散再聚斂整合的討論程序。
其次有關教學內容，參與教師於第一次教學攝影以內容深究為主要的教學內 容項目，其次為新詞生字。第二次教學攝影則轉移到課文大意形成，第三次教學 攝影階段後參與教師分別從理解文章的表層意義轉而到理解文章的深層意義，包 括問題釐清、大意形成。在追蹤階段的教學則與第三次教學攝影的內容相同，呈 現穩定的狀態。但是也有教師仍以課文的表層意義為其教學的內容。至於教學型 態參與教師四次的教學型態多以教師講述所佔的教學時間為多。
二、閱讀教學專業發展課程對教室裡師生互動的影響是有限的
依據師生互動類型（Hatano & Inagaki, 1991）亦多集中於「教師對全班學生
發問」與「教師對個別學生發」，仍然以教師為發送訊息中心，屬於上對下的垂
直方向。至於參與學習性質的「學生向教師提問」與「學生同儕間互動」的行 為次數百分比雖然低於 10%，但是以同時信賴區間的方法進行事後考驗結果，
在工作坊期間教師在引導學生參與學習的教學行為是有所增加的，然在追蹤期 趨於穩定，未有顯著的變化。進一步將師生互動進行序列結構的分析，受到教 師內在對學生學習觀的改變影響而有所變化，從教師講述學生回應後的評量
（IRE）Z 分數逐次的降低，而對學生回應的回饋（IRF）逐漸的增加。
三、教師對學生學習觀的改變影響教師的教學行動與師生互動類型
參與教師對學生學習觀看法改變，影響了教師的教學行動與師生互動的類 型。當教師從質疑學生的能力到不可低估學生的能力，教師開始釋放教室裡的學 習空間並開放接納學生所有回應的改變。同時教師的閱讀教學知識與閱讀教學目 標的認知，會影響其教學方法與教學內容的選擇。教學知識的習得，影響教師的 教學行動，接而影響教師對學生的學習觀與教學目標。教師教學目標隨著不同階 段而有所變化，從大量閱讀到文章理解與大意的形成。教學知識的習得，在教學 攝影的實作除了改變教師對學生的內在變化，經驗與教學目標的影響，以及專業 發展課程的介入、教學實踐的可行性與學生的學習成果等的外在情境所左右。
四、專業發展課程的策略引發了部分教師的認知衝突，藉由討論與對 話，再次省思自己的教學，繼而影響教學行動
教師的學習改變受到教師內在對學生的學習觀、教學知識的實踐經驗與教學 目標的影響，以及專業發展課程的介入、教學實踐的可行性與學生的學習成果等
的外在情境所左右。質疑的產生是為了對自己實施教學前的假設，教學的實踐是
蒐集證據的歷程，學生的學習成果是證據的提供，猶如問題解決的歷程。而認知 不一致的質疑在本研究中是促使教師有效的改變教學行動與內在領域的重要關 鍵歷程。未改變教學的原因，雖然兩位教師們對「閱讀策略教學」產生質疑，認 為「閱讀策略教學」難度過高，學生是無法學習，且質疑學生提問的能力或懷疑 開放的教學效果與對班級經營的影響等。但是因為這些質疑並未在實際的教學過 程中獲得驗證或反證，教師從自己舊有的經驗去解釋新教學概念，又學生的學習 成果並未帶給教師正向的教學經驗，很容易的教師回歸到教師問學生答的閱讀教 學模式。
檢視參與教師的學習認知過程，明顯地受到工作坊介入的影響，藉由工作坊 的專業成長，理解閱讀策略知識，轉化到教學實踐的行動。接著從評量學生的學 習成果回顧省思自己的教學後，對教學實踐的經驗與概念，再次的理解與解釋形 成新的理解（Wilson, Shulman & Richert, 1987）。教師的學習一樣的受到個人內在
因素與外在環境的交互影響（Bandura, 1977），呈現循環性的(recursive)，非線性
（not-linear）的學習發展模式（Bransford, 2000）。
參、建議
一、對未來研究的建議
（一）在閱讀策略教學專業發展之實作方案方面
1.在教學操弄上
（1）比較認知衝突、同儕教練與建模歷程的差異
本研究發現課程方案整體的策略，包括「認知衝突、同儕示範教練與 建模歷程」對教師的學習效果是有所影響的，但是根據國內楊凱琳和林福
來、蔡玉玲和張靜嚳（2006），透過同儕討論與對話的建模歷程亦可促進教
師的學習改變。因此未來研究方向可朝比較「同儕教練」、「建模歷程」與
「同儕教練加建模歷程」的策略效果，以及對不同學科與資歷的教師的影 響。
（2）研究蒐集資料的訪談或教學攝影的策略對教師教學行動或信念學習改 變的介入影響效果
研究者發現蒐集資料的方法，如個別訪談與教學攝影亦是促進教師省 思與實作的重要策略。另 Sherin 和 Han(2004)的研究亦指出教學攝影討論會
（video clubs）是促進教師的教學觀的改變。因此，未來研究方向可將研究 方法中蒐集資料的教學攝影與個別深度訪談作為教師專業發展的重要工具。
2.在教學知識領域上
除了持續追蹤參與教師之閱讀教學行動外，擴大參與對象，以不同的學習領 域，例如社會領域或自然領域等，檢驗「自問自答」策略教學，一個不同於例行 教學模式的介入是否對教師的教學行動與師生互動型態產生同樣的效果，以深入 理解教師的學習理論。
（二）在依變項的操弄上
1.加入對學生學習成果的評量
本研究以協助參與教師於閱讀教學上的專業發展，以及建立彼此的信賴關 係，以及考慮不增加教師的壓力，並未對參與教師所任教的班級學生進行標準化 的語文閱讀策略。雖然在介入期 2 開始，已有參與教師開始蒐集學生的作品，但 因每位教師所使用的教材與作答方式均非在實驗控制下，恐缺乏評量的信效度，
故未將教師蒐集的學生作品納入分析。因此未來研究可分階段加入對學生進行歷 程性、或動態操作性的評量，蒐集學生的學習成果，以探討專業發展課程對教師 的教學行動、閱讀教學信念之改變及其學生學習成果等因素之互動情形，建立教 師專業發展模式的根據。
2.增加歷程性的教學日誌或檔案評量
本研究主要以觀察教師教學的行動與師生互動的變化，以深度訪談歸納教師 的信念變化歷程，同時是協助教師形成自己的教學模式的歷程。研究者發現訪談 同時是促進教師省思自己的教學，未來可進一步參考省思層次的內涵評定參與教 師的成長變化。
二、對師資培育或專業發展之建議
（一）認知衝突策略有助於教師教學概念的改變或修正
有系統地蒐集各學習領域中，足以引發教師質疑與行動驗證的學習材料，作 為師資培育課程的教學工具，以製造學習者的認知衝突，修正教師另有教學概念。
（二）於教學攝影的同時進行協同教學的方式
協同教學的目的在於讓各有專精的教師發揮所長，因此，參與者於現場觀摩 學有專精的資深教師進行閱讀策略教學，可以掌握整體的教學情境與師生互動的 氣氛，為教學攝影討論會時提供現場情境脈絡的解釋與詮釋。
三、給教學者的建議
教師應跳脫出例行性「教師問學生答」的教學結構程序，思考師生互動的學 習情境為教學目標。學校在課程經營上宜賦權給教師，讓教師有安排課程內容與 進度的調整自主權，並整合組織與個人的發展提供教師專業發展的支援系統，協 助提升教師教學專業能力。
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