國立政治大學教育學院九十一學年度第二學期碩士論文摘要 研究所別：教育研究所 指導教授：邱錦昌博士 論文題目：台北縣國中教師校內同儕回饋 研 究 生：王 春 生 方式與教師專業成長之關係研究 摘 要 本研究旨在分析探討台北縣立國中推動同儕回饋方式對教師「專業成長」的助益。研究方法採文獻分析、問卷調查法。按台北縣教育局將現內國中分為九大區，問卷對象是現職北縣國中教師（包括教師兼行政之主任、組長）實施調查研究，分層隨機抽取樣本450人，回收樣本數419份。所獲得之資料以百分比次數分配與F檢定及事後比較統計分析。最後綜合文獻分析、問卷調查結果，歸納出以下的結論： 壹、 同儕回饋次數與專業成長的關係 不管教師參加導師會報、教學觀摩會、各學習領域教學研究會的次數越多，都無助於這三種專業成長（教學知能、班級經營、專業責任）的提升。其原因是一般老師認為同儕回饋方式流於工作分配、政令宣導。 貳、 基本資料對同儕回饋與專業成長的影響 以「性別」、「擔任職務」、「服務年資」、「學校規模」、「學校所在類型」為自變項來分析同儕回饋對專業成長有顯著差異。 參、 同儕回饋對專業成長的助益 一、教學觀摩會及各學習領域教學研究會這兩種同儕回饋方式對提升教學知能最有幫助。 二、導師會報這種同儕回饋方式對提升班級經營最有幫助。 三、各學習領域教學研究會這種同儕回饋方式對提升專業責任最有幫助。 根據上述結論，本研究分別對教育行政機關、學校、教師、後續相關研究提出相關建議。 關鍵詞：同儕回饋、專業成長 / Abstract The purpose of this study was to analyze and discuss the positive influence of the ways of peer feedback activities that junior high schools in Taipei County had developed on teachers’ professional growths. The research methods of the research were literature review and questionnaire survey. The Educational bureau of Taipei county divided all its junior high schools into nine big areas. The parent population is junior high school teachers now in-service in Taipei county ( including teachers with double positions ). 450 junior high school teachers were sampled by stratified random sampling, which of the 419 were put into statistics. The raw data collected above were analyzed by percentage frequency distribution, F-test, and posteriori comparisons. Finally, inducing the conclusions as follows: First.The relationships between the frequency of peer feedback and profession growths No matter how many times the teachers join homeroom teachers’ meeting, teaching demonstration, and teaching for learning areas workshop, they would have no positive influence on promoting these three profession growths ( including instructional ability, the classroom management, professional responsibilities ). Secondary.The influences of background variables on peer feedback and profession growths The influences of peer feedback on profession growths were significantly different among levels of six independent variables respectively, including gender, position, service-years, school size, and school location. Third.The positive influences of peer feedback on profession growths a.Teaching demonstration and teaching for learning areas workshop, these two ways of peer feedback were the most helpful in promoting Instructional ability. b.Homeroom teachers’ meeting, this way of peer feedback was the most helpful in in promoting the classroom management. c.Teaching for learning areas workshop, this way of peer feedback was the most helpful in promoting professional responsibilities. The reason was that teachers thought this kind of peer feedback was nothing but task-allocation or commandment-delivery. Keywords：Peer feedback activities, Professional growth.

本研究的主要目的在探討研究者所發展的「同儕回饋」作文教學模式對於高中生作文表現之影響。「同儕回饋模式」主要根據寫作認知歷程模式與社會互動模式，並結合同儕互評之相關研究為核心所建構而成。 本研究以新竹縣某國立高中二年級三個班級為研究對象，採準實驗研究設計中的不等組前後測設計，教學實驗共實施十一週。第一類組與第二類組的班級採取「同儕回饋」作文教學，第三類組的班級為「範文寫作」教學；其中「同儕回饋」作文教學包含「接受回饋」與「給予回饋」兩種實驗處理。 資料蒐集後進行統計分析，並以學生作品作為分析之參照，分別簡述如下： 1.以前測為共變項，將前測差異影響予以排除後，進行共變數分析，以了解自變項對依變項後測的影響。 2.根據受試者在教學實驗後所知覺到的作文表現情況進行回饋問卷調查，並對不同組別在各問題進行平均數差異檢定。 本研究之結果如下： 1.接受回饋與給予回饋組之整體作文表現的提升顯著優於範文寫作組，且給予回饋組在自我知覺「作文表現能力的提升」亦高於範文寫作組。 2.同儕回饋中接受回饋組與給予回饋組在整體作文表現的提升無顯著之差異。 3.以班級而言，第一類組同儕回饋在作文表現的提升是最為顯著。 4.以作文表現「組織結構」而言，第二類組學生對於「給予回饋」的提升效果是優於「接受回饋」實驗處理。 研究結果顯示，在高中階段的作文教學中應用「同儕回饋」模式對於學生作文表現有正面之影響，良好的同儕互動與有品質的同儕回饋意見將促使學生投入學習活動之中，進而提升在作文上的表現。 關鍵字：同儕回饋、範文寫作、作文表現 / The main purpose of this study was to explore the effects of the “peer feedback writing instruction model” developed by the researcher on the writing performance of senior high school students. This peer feedback model was constructed based on the cognitive processing writing model and the the social interaction model, and some peer evaluation theories. The teaching experiment lasted for eleven weeks, in which the quasi-experimental nonequivalent pretest-posttest theories were applied. Participants were juniors in three different classes of a national senior high school in Hsin-Chu County. Students in Class One and Class Two participated as the peer-feedback group, which was further divided into two subgroups: the feedback-receiving group and the feedback-giving group. Students in Class Three participated as the control group, which was also the model-essay group. Listed below were analyses of the experimental data with reference to students' writings: 1.In the experiment, the pretest was set as covariance. To investigate the influence of independent variable on the dependent variable(posttest) , one-way ANCOVA statistics was conducted after exclusion of pretest-difference. 2.After the teaching experiment, a feedback-questionnaire survey on how the participatns perceived their writing performance is carried out. One-way ANOVA is applied for every question among different groups. The results of the study were as follows: 1.Overall writing performance of students in the feedback-receiving and feeback-giving groups was significantly better than the model-essay group. For self-perception of the improvement in writing ability, the feedback-giving group also scored higher than the model-essay group. 2.In terms of improvement in overall writing performance, no significant difference was found between the feedback-receiving and feedback-giving groups. 3.Classwise, Class One benefited most from peer-feedback and hence made the most improvement in writing performance. 4.As far as structure organization in writing is concerned, Class Two students in the feedback-giving group performed better than students in the feedback-receiving group. The study results showed that the peer feedback model has a positive effect on the writing performance of senior high school students. Peer interaction and peer feedback of good quality stimulate students into learning, and hence improve their writing performance. keywords:peer feedback、writing with model essay、 writing performances