教育研究學報



從學生的主觀經驗看情境教學法在香港家庭治療訓練的可行性初探

2008.第23卷第1期(Vol. 23 No. 1).pp. 117–133
 

從學生的主觀經驗看情境教學法在香港家庭治療訓練的可行性初探

Students’ Subjective Perceptions of the Applicability of Contextual Teaching and Learning Method in Family Therapy Training in Hong Kong

馬麗莊(Joyce L. C. MA)

摘要

本文報告了一項質性研究結果,其研究目的是探索就讀社會工作碩士課程(兼讀)的學生,在學習家庭治療過程中,他們對情境教學法的主觀學習經驗。總共19名修讀完這門課的學生參與深入訪談。研究結果顯示,學生採用不同的比喻表達他們的主觀學習經驗。他們以榴槤、騎馬、激流、旅程、打鞦韆、過山車等比喻,去表述他們學習家庭治療時的感受,他們在掌握有關治療知識時,好像大海裏抓到一些雪、考古、聖經人物、約伯、做疍糕、下棋、嬰兒與小學生一樣,只是初入門而矣。他們形容整個學年的學習進程像吃糭子、正在生長的樹木和學打球一樣,逐漸掌握家庭治療。本文最後討論其研究結果對教學的啟示。

關鍵詞:主觀學習經驗;家庭治療訓練;情境教學法;比喻

Abstract

This article attempts to report the results of a qualitative study conducted in Hong Kong, which aims to study the applicability of contextual teaching and learning method in family therapy training for students completed Master in Social Work (part-time) Programme of The Chinese University of Hong Kong. A total of 19 students participated in the in-depth interview immediately after the completion of a yearly course of family therapy. The students had made use of different lively and graphic metaphors including a durian, horse-riding, a rapid, a journey, playing swinging, and a roller coaster to express their mixed feelings in learning; they described their understanding of family therapy as a mass of snowflakes in a huge ocean, archaeology, a biblical character, cake baking, chess playing, a baby and a primary school student. In the eyes of the students, their learning process was gradual, like eating a rice dumpling, planting a tree and learning to play a ball. Implications of the results of this study on teaching are discussed at the end of the paper.