九年一貫課程「將傳統學科統整為七大學習領域」，在知識結構方面的改變，對教師的影響甚大；其中，尤以「綜合活動學習領域」的實施，最令基層教師感到困擾。研究者多年來擔任師資培育中心的教學研究發現，現行九年一貫課程「綜合活動學習領域」的實施，存在著許多問題。綜合課程強調「統整課程」及「合科教學」的部分，期能透過「綜合活動學習領域」的設置及活動過程的體驗與反思，將傳統的分科課程，統整為相互關聯的領域，並且落實學生生活能力的陶養。其若以「美學/哲學的課程取向」論述，教師可依循課程綱要，自主的規劃教學活動，學校也可採取彈性課程的方式，由生活經驗出發，讓學童探索真實生活中的經驗，學習對事物做深入的體驗、判斷與理解意義；因此，如何促使「生活中美感」與「體驗活動」產生聯結，落實學童生活能力的陶養，便成為「綜合活動課程實踐」的關鍵因素。 本文採用敘事分析的探究途徑，針對國小「綜合活動學習領域」教師的教學實踐敘事，進行「教師自我歸因」的敘事意義創塑，強調「閱讀文本、分享對話、游移遊戲」半結構式的課程設計，一種閱讀詮釋、對話視域與遊戲體驗的課程美學探究。本研究發現： 1、透過「教師敘事－自我歸因」的概念範疇，論述「綜合活動學習領域」課程美學之可能實踐途徑；包含：省思跨領域綜合課程的交互作用；充實學生生活使其發展完美人性；閱讀、對話與分享意念的課程實踐；課程中的主體性與情境詮釋以及一種「詮釋性反省的手法」：教師藉以覺察「師生從學習經驗中協商出的意義」，進而重新審視課程中「教育經驗的內涵及意圖」，「敘事」得以「喚醒了課程主體」，一種生命歷程、多元情境脈絡的建構過程、衝擊與協商。 2、透過「課程實踐－教學敘事」的案例分析，探究「觀看/閱讀生活世界」課程美學之可能實踐途徑；包含：協商的、批判性的、互為文本的解讀；師生互為「觀看、傾聽、感覺和感動」；「體驗作為一種學習方式」的課程實施；「故事作為一種學習方式」的課程實施；「想像文本作為一種學習方式」的課程實施以及「詩性智慧作為一種學習方式」的課程實施：綜合活動課程藉以創造出一個「詩性的經驗、感性的融合」，使其經營出一種對話遊戲中的新經驗，由詩、遊戲、美感經驗所構成的學習課程；在學習過程中，師生得以審視「由故事、創造組成，觸及學習者感覺、同情與想像力思維、詩性的體驗和實踐的智慧」。 3、透過「課程美學－詮釋批判」的概念範疇，探究「師生交感於美學視野」的互動過程之可能途徑；包含：詩性的、經驗內容的自我體驗和表白；在意義流動開展中解構自己的課程世界；情境互動、解構文本、賞析與視野融合；一種神話、故事、夢想與想像課程意圖；教育如何促使人們發展自己的知覺力量；如何促使人們發展美好生活的課程實踐：教師藉以審視或覺察「他們處於不斷的變化之中」，一種「主動的學習歷程，一種整體的生命經驗」，而且透過「課程的動態觀點」，所有的課程設計，都可以是一種思維過程的課程經驗，一種美好生活的「覺醒和意識」的模式。 4、透過「課程敘事－語言流動」的分析架構，探究「生活中美感」與「體驗活動」產生聯結之途徑；包含：語言的可能性與「觀看途徑」的運作；「以學生為主體」真實生活世界的知識實踐；能將「生活世界」真實存在的主題加以關連；對話提供未完成性的關連與希望的存有覺察；教育情境的動態發展，人與豐富情境的「邂逅」：教師藉以重新審視過程中「課程片段、組成部分的反思與回饋」，一種「人與情境多樣性的檢視」，透過「自由的實踐」，質疑一切看似靜態與不易變更之社會事實，一種互動不斷演化出渾沌的、眾多不同模式的課程實踐。 / Integrating the traditional disciplines into seven main learning areas according to Grade 1-9 Curriculum has imposed great impact on both knowledge structures and the instructors; especially the practice of Integrative Activities Learning really troubles the grass-roots teachers. Base on years of experience as an instructor in Teacher Education Center, I’ve found that the current implementation of Integrative Activities Learning is not easy to be executed in reality. The purpose of Integrative Activities Learning is to emphasize on integrated curriculum and all teaching aspect, and through the participation in the planned activities, students are in the mean time trained to have good life skills. When focusing on Aesthetics/Philosophy Course Orientation, not only the teachers can follow the curriculum guidelines to set the pace of the appropriate teaching plans, the schools can also adopt flexible curriculum; this will be a good way to guide the students in learning, exploring and experiencing daily events. Moreover, through the practice of Integrative Activities, students can learn to link their daily experiences with beauty of life, thus, they’re trained to own life skills. This abstract uses narrative analysis as the mean to proceed the evaluation on the effectiveness of practicing Integrative Activities Learning in elementary schools. To study the result of stressing on story reading, dialogue sharing and doing waver game – a curriculum for attaining story understanding, dialogue forming and gaming experience. This research found the following points. 1.Through the concept of narrative analysis and self-attribution to realize the possible ways of implementing Integrative Activities Learning in elementary schools. Teachers can guide students to learn to appreciate beauty and moral values in the process of reading, sharing dialogues and thoughts with others and further more, developing good life skills. 2.Through the concept of curriculum practice and teaching narrative to find the possible ways of practicing aesthetics curriculum in schools. Teachers can interact with students by sharing with one another about what their thoughts are in watching, listening and feeling from doing group activities. Through experimenting, reading and imagination brainstorming, Integrative Activities Learning can be a great tool to create a fun and productive learning experience for both teachers and students. 3.Through the concept of curriculum aesthetics and interpretation of critical to determine the possible ways of teacher/student interaction on beauty. Teachers and students can interact through studying myths, stories and dreams; by taking the initiative to learn and share inner thoughts with others, students can cultivate an overall life experience and gain the awakening and awareness through calculated curriculum learning. 4.Through the concept of curriculum narrative and language flow to find the connection between beauty of life and experience activities. Teachers can show the students the possibilities of languages usages, discuss the life themes of this living world with students and help them to examine, question and clarify the seems unchanged social facts and find the core value of their own through participating in the course.

本研究旨在以社會學家Zygmunt Bauman的「液態現代性」概念為理論基礎，討論社會「液化」過程中新聞工作本質有何轉變，並探究當前未曾經歷台灣新聞產業蓬勃、初入行即面臨新聞價值、專業與勞動條件不穩定狀態的新一代記者，如何看待新聞工作及其自身角色意涵。 　　Bauman指出，當前社會在由固態現代性過渡至液態現代性過程中具「時空關係轉變」、「資本與勞動力分離」、「生產者社會轉向者消費社會」及「權力運作方式改變」等特質。本研究循此討論新聞工作之本質於「時間與速度」、「傳受雙方關係」、「工作穩定性」及「媒體組織角色」等面向的轉變，並以敘事探究之方式蒐集新一代記者的工作故事，分析其對新聞工作及自身角色的認知。 　　研究結果發現，當前新聞工作深陷伴隨媒體科技而來的速度競賽中，使報導傾向快速淺薄，記者個人工作成果亦難以累積。而由於媒體組織內未能提供穩定薪資成長或以裁員及短期約聘為營運手段，促成當前新聞工作的高流動性與低穩定性。且當前媒體組織與新聞記者之權威地位常賴閱聽人／消費者之觀看與評價而確立，使新一代記者改視新聞工作為提供資訊之「服務業」。 　　此種媒介境況影響著新一代記者對自身角色的認知：工作不穩定使其須時時關注自身表現能否被組織看見並達成期待，凸顯其為「組織中之工作者」；當其應組織要求執行業配等額外工作時，又須「兼具記者、廣告與業務之角色」；在組織頻以商業利益主導人事策略之際，則迫使其屢「以商業價格衡量自身價值」，認為「便宜又好用」是其未被裁員或受聘雇之緣由，無法感受自身的不可替代性。 　　但另一方面，當前媒體境況中的新一代記者亦「期待改變並尋求突破」，希冀藉由接觸新的人事物刺激思維且提升能力，並於固有工作中尋找突破之可能；而於媒體環境及記者社會地位不佳之際，他們仍「對自身表現充滿期許」，認為須每日拿出成績、努力獲得挖角加薪之機會與他人肯定；新一代記者亦認為新聞工作「具影響力與個人意義」，個人的興趣與工作成就感是其繼續工作之動力。 　　綜上所述，液態現代性社會中的速度競賽、勞資分離、消費者社會以及對輕盈流動與彈性靈活的追求顯皆促使整體媒介境況變遷，改變新一代記者與新聞工作、媒體組織及閱聽人／消費者間之關係。而新一代記者對自身角色的理解一方面受媒體組織內的工作形態與工作穩定性之影響，另方面則反映其在具流動靈活的液態現代性社會中猶能積極工作的心境。

本篇論文重組並重現一個合作敘事探究的生命經驗。在這集體的生命故事中，研究者與四位女性英語實習教師，透過一個全校性的英語同儕輔導計畫，一同探究學習如何教英語。本研究包含兩個研究重點：（一）探索英語實習教師在教學實習過程中對英語教學的概念覺知與教學發展;（二）檢視機構與社會情境與英語實習教師之教學發展的互動關係。本研究提出三個研究問題核心，協助對於現象的分析與詮釋：（一）英語實習教師在實境教學中教學發展之轉化歷程;（二）驅動英語實習教師之教學發展轉化的支配力類型;（三）英語實習教師對於實境教學之生命經驗的理解與覺知。 本研究發現，英語實習教師的教學發展，呈現前進式的結構模式。教學行動系統中的內、外部矛盾，引發一連串的衝突與失序，直接衝擊英語實習教師的教學發展轉化。在問題解決的轉化過程中，有三種主要的驅動能量，對教學發展轉化形成支配：情境支配力、策略支配力、情意支配力。在故事的尾聲，英語實習教師對於英語教學有新的覺知：對於教學行為及身為英語教師本體的覺知、對於英語學習者的認知、對於英語學習的本質的理解。 本研究回應相關文獻，提出三點新發現。首先，學習如何教的過程，包含持續性的觀察、分析、評量和反思。其次，英語實習教師的教學發展，透過跨層次行動系統的比對與分析，發現並理解可能存在的失序、衝突與解決方案，進而從事教學改變與教學發展轉化。最後，本研究提出，有關教師學習、學習如何教的相關研究，應該採用一種全方位的研究方法、一種廣泛理解的觀點，用以分析詮釋實作教學中既存的知識斷層。 / This collaborative narrative inquiry reconfigures and represents the lived experiences of four female prospective TESOL teachers’ learning to teach through a campus-based tutoring program. The research foci of this inquiry-based study are twofold. Firstly, the research aims at exploring how prospective TESOL teachers learn to teach through practical teaching experiences, as they examine the definition of learning to teach itself and the understanding of the what and how of the learning process evolves. Secondly, the research investigates the role of the social and institutional context in prospective TESOL teachers’ learning to teach, in examining how activity setting shapes the process of learning to teach. Drawing on the research approach of narrative inquiry, prospective TESOL teachers’ stories are told in their own voices while the school’s stories, and the stories about the school are told by the supervisor of the structured program in this research, the researcher, for purpose of providing a context to the prospective TESOL teachers’ stories. Following such respects, research questions are generated with special emphasis on (a) the transformational process of the prospective TESOL teachers’ learning to teach in situ; (b) the driving forces for the transformation to take place; (c) how the prospective TESOL teachers make sense of the lived experiences of learning to teach. The prospective teachers’ collective story appeared to be a progressive mode of development. The transformational process was overwhelmingly influenced by the dissonance and conflicts emerging from the contradictions within and across the collective activity system of teaching, namely primary, secondary, tertiary, and quaternary contradictions. In order to solve the problems resulting from the contradictions, the prospective teachers undertook changes and transformation in their teaching. Three types of driving force appeared to be significant for the transformation in the process of the prospective teachers’ learning to teach, including contextual force, strategic force, and attitudinal force. During the process of engaging in the socially situated activity of teaching, the prospective teachers formulated new conceptualizations of teaching, inclusive of the understanding of their teaching and of themselves as English teachers, of the students as English learners, and of the nature of English learning. The findings of the research suggest that a campus-based tutoring EFL program could be an alternative form of practicum teaching. Corresponding to previous research into teachers’ learning and learning to teach in second and foreign languages, three notions are provided. Firstly, the process of learning to teach prospective teachers includes continuous observation, analysis, evaluation and reflection on the entirety of the teaching activity embedded within a specific context, rather than shifting their focus from one entity to another entity, such as focusing on themselves at early stage and then shifting their focus to either on students or instructional techniques. Secondly, the process of prospective teachers’ learning to teach includes changes and transformation following iterative analysis and interpretations of cross-level activity systems to determine possible dissonance and solutions with the help of structured resources. Thirdly, research into teachers’ learning should employ a holistic research approach with a comprehensive perspective in analyzing and interpreting existing gaps in teaching practice.