Day 2 (August 10)
Section 3 Action Research
洪福財
國立臺北教育大學教育經營與管理學系
Why action research?
Questions will present in the current situation (回到現場)
e.g. How do teachers establish or face the policy of “三品”?
What teachers think usually differs from administrative ministers who provide policies.
研究的分類（依性質分）
1. 基礎研究（basic research） for no reason, just do for seeking for knowledge.
Some consider it not valuable to solve the current problems. Thus, the theory researched must be place in the current situation. Applied research therefore appears.
2. 應用研究（applied research） its purpose is “copy” and “paste”—to apply the theory to other similar situations (application)
3. 評鑑研究（evaluation research）
After researching, it is necessary to tell people how the theory works. It is usually conducted by the government. For example, 9-year consistency education needs to be researched. It is evaluation research. Thus, evaluation research, therefore, becomes important.
4. 行動研究（action research）
However, the result of the research in place A may not be suitable to place B.
The result can be viewed as reference, but cannot be copied or analogize (類推) throughout, such as the difference between countries and cities.
Qualitative research appears—like an individual case.
Usually, there is a gap between the researcher and the teacher (現場的人).
Issues: unique, appealing
e.g. Do reports care about the lowest score of NTU entrance examination?
The researcher has the ability and related to the issue in the situation.
Why research? Solve the problem, find the problem, etc.
1972 科學典範 (Thomas S. Kuln) 科學典範的轉移卻不能以社群內部的關係來解釋，這時外部的社會過程變成了不可或缺的條件。
研究本質論述(研究的基本概念)
It is a successive period of solving problems.
It is a successive period of evidence the assumption.
研究的意義
一連串解決問題的歷程；一連串驗證的歷程
find questions(發現問題, e.g skip the class) make clear questions (確認問題/分析問題screen the questions, is it meaningful? Helpful? To see if it is logical evidence) give assumption make sure assumption (驗證) make a conclusion questions, etc.
(circulation)
假設的意義與形成
Definition:
1. When one sees a phenomenon, he or she would go to see the reason of the phenomenon.
2. The temperate statement of the relation among/between variables. (變項間的關係暫時性陳述；暫時性的有關)
原因現象(find out the correlation)
S R
Independent variables (自變項) Dependent variables (依變項) however, what we see is usually dependent variables, i.e. phenomena (problems)
Variables: ideas or conceptions that can change (變項：可以變動的概念can be seen or touched, e.g. 八八水災或構念 cannot be seen or touched, but it exists, e.g. IQ, honesty; usually people want conception to become ideas)
The most important of research is to define conceptions. (定義概念)
To avoid 變項不清，概念不明。
變項：可以變動的概念
概念: 根據人、事、物依照其特性加以分類、歸類與命名。
研究主題
狀態詞
(保持中立)
提升、改善、改進、促進… 研究對象(狀態詞的受詞) 研究變項 研究方法
HS teacher in Taipei
台北市高中教師 Teaching Motivation
教學士氣 Survey
之調查研究
不適合做行動研究 (although it is precise rather than the previous titles)
Parents in Taipei
台北市中學家長 12 years of education
對國教向上延伸態度 Survey
之調查研究
不適合做行動研究 (although it is precise rather than the previous titles)
High Schools
台北市高中 Integrated education
實施融合教育現況 Case study
之個案研究
之行動研究 (precise rather than the previous title)
之實驗研究
行動研究一
狀態詞
(保持中立)
提升、改善、改進、促進… 研究對象(狀態詞的受詞) 研究變項 研究方法
提升改善 高中家長 參與親師活動 之行動研究
改善(提升) 高三學生 社團參與狀況(率) 之行動研究
高三學生 合作學習 之行動研究
改善 高職學生 英文閱讀能力，以克漏字
為例 (How to do it? Figure out the problem. Discuss the complication. The topic is too big in fact.)
英文聽力 (too broad) 之行動研究
提升
提升 高職學生 全民英檢及格率 效標檢示
同儕正向影響，以游泳課程為例
策略運用以增強游泳課參與力
參與游泳課程現況 (可做，確定一個班、不下水或不上課?) 之行動研究
改善 高職學生 自主學習能力 之行動研究
Comments:
1. The topic should be narrowed down. 小題大作
2. The topic must be able to done (feasibility).
3. If the class contains the part, then the part cannot be the topic in action research. (本質不列入行動研究，如：高一地圖判讀本來就會教，除非透過自加額外的教材)
4. Practice makes perfect, so you have to define what kind of practice you are going to do.
5. The research must be controlled by the research himself or herself. (可行性、可控制)
6. 唯觀的改變
行動研究二 (In this kind of research, researchers usually have clearer concepts to solve the problem. Such the research is usually related to science or medicine fields; it has study limitation)
介詞
藉由、利用、透過… 自變項 狀態詞
提升、改善、改進、促進… 研究對象 研究變項 研究方法
藉由 間歇緩跑 提升 高三學生 之行動研究
Impossible in 生理改變，標準不可過高 之行動研究
名詞釋義 (學理上vs. 實務上)
1. 理論性定義:普遍、非專屬、常有學理或法理
鳳梨
No boundary
Common, non-process, follow the theories or rules
e.g. 國民教育國民依憲法，以養成德、智、體、群、美五育均衡發展之健全國民為宗旨。一定程度、一定年限。普遍、免費、強迫、均等四項內涵。常有「義務的教育」(普遍、免費)、「基本教育」(強迫、均等) 等概念等同的情形。
My answer:
It is authorized education. (duty and right)
權力與義務的教育，有不同階段，各階段年限不同
2. 操作性定義：特殊、專屬(適用於本研究)、具體可操作或彷行、包含於理論性定義。(key words: 本研究係指…)
The second must be included in the first one.
牛奶鳳梨
有脈絡性
Special,
e.g. Taipei is different from Kaohsiung.
It is not be concerned with other situations.
Writing ability how to define, the criteria
國民教育本研究係指我國依據招致6歲至15歲兒童與少年所提供的免費與強迫…培養學生品德知識的教育
Assignment: p. 14
附件三 研究計畫的建議內容
填寫者： 服務單位及職稱：
一、 研究主題
二、 研究動機與目的
三、 問題的背景分析
四、 名詞釋義
五、 預期成效
六、 初步文獻分析
七、 初步研究設計（對象、方法、時間、資源等）
八、 預計實施步驟
九、 參考書目
洪福財
國立臺北教育大學教育經營與管理學系
Why action research?
Questions will present in the current situation (回到現場)
e.g. How do teachers establish or face the policy of “三品”?
What teachers think usually differs from administrative ministers who provide policies.
研究的分類（依性質分）
1. 基礎研究（basic research） for no reason, just do for seeking for knowledge.
Some consider it not valuable to solve the current problems. Thus, the theory researched must be place in the current situation. Applied research therefore appears.
2. 應用研究（applied research） its purpose is “copy” and “paste”—to apply the theory to other similar situations (application)
3. 評鑑研究（evaluation research）
After researching, it is necessary to tell people how the theory works. It is usually conducted by the government. For example, 9-year consistency education needs to be researched. It is evaluation research. Thus, evaluation research, therefore, becomes important.
4. 行動研究（action research）
However, the result of the research in place A may not be suitable to place B.
The result can be viewed as reference, but cannot be copied or analogize (類推) throughout, such as the difference between countries and cities.
Qualitative research appears—like an individual case.
Usually, there is a gap between the researcher and the teacher (現場的人).
Issues: unique, appealing
e.g. Do reports care about the lowest score of NTU entrance examination?
The researcher has the ability and related to the issue in the situation.
Why research? Solve the problem, find the problem, etc.
1972 科學典範 (Thomas S. Kuln) 科學典範的轉移卻不能以社群內部的關係來解釋，這時外部的社會過程變成了不可或缺的條件。
研究本質論述(研究的基本概念)
It is a successive period of solving problems.
It is a successive period of evidence the assumption.
研究的意義
一連串解決問題的歷程；一連串驗證的歷程
find questions(發現問題, e.g skip the class) make clear questions (確認問題/分析問題screen the questions, is it meaningful? Helpful? To see if it is logical evidence) give assumption make sure assumption (驗證) make a conclusion questions, etc.
(circulation)
假設的意義與形成
Definition:
1. When one sees a phenomenon, he or she would go to see the reason of the phenomenon.
2. The temperate statement of the relation among/between variables. (變項間的關係暫時性陳述；暫時性的有關)
原因現象(find out the correlation)
S R
Independent variables (自變項) Dependent variables (依變項) however, what we see is usually dependent variables, i.e. phenomena (problems)
Variables: ideas or conceptions that can change (變項：可以變動的概念can be seen or touched, e.g. 八八水災或構念 cannot be seen or touched, but it exists, e.g. IQ, honesty; usually people want conception to become ideas)
The most important of research is to define conceptions. (定義概念)
To avoid 變項不清，概念不明。
變項：可以變動的概念
概念: 根據人、事、物依照其特性加以分類、歸類與命名。
研究主題
狀態詞
(保持中立)
提升、改善、改進、促進… 研究對象(狀態詞的受詞) 研究變項 研究方法
HS teacher in Taipei
台北市高中教師 Teaching Motivation
教學士氣 Survey
之調查研究
不適合做行動研究 (although it is precise rather than the previous titles)
Parents in Taipei
台北市中學家長 12 years of education
對國教向上延伸態度 Survey
之調查研究
不適合做行動研究 (although it is precise rather than the previous titles)
High Schools
台北市高中 Integrated education
實施融合教育現況 Case study
之個案研究
之行動研究 (precise rather than the previous title)
之實驗研究
行動研究一
狀態詞
(保持中立)
提升、改善、改進、促進… 研究對象(狀態詞的受詞) 研究變項 研究方法
提升改善 高中家長 參與親師活動 之行動研究
改善(提升) 高三學生 社團參與狀況(率) 之行動研究
高三學生 合作學習 之行動研究
改善 高職學生 英文閱讀能力，以克漏字
為例 (How to do it? Figure out the problem. Discuss the complication. The topic is too big in fact.)
英文聽力 (too broad) 之行動研究
提升
提升 高職學生 全民英檢及格率 效標檢示
同儕正向影響，以游泳課程為例
策略運用以增強游泳課參與力
參與游泳課程現況 (可做，確定一個班、不下水或不上課?) 之行動研究
改善 高職學生 自主學習能力 之行動研究
Comments:
1. The topic should be narrowed down. 小題大作
2. The topic must be able to done (feasibility).
3. If the class contains the part, then the part cannot be the topic in action research. (本質不列入行動研究，如：高一地圖判讀本來就會教，除非透過自加額外的教材)
4. Practice makes perfect, so you have to define what kind of practice you are going to do.
5. The research must be controlled by the research himself or herself. (可行性、可控制)
6. 唯觀的改變
行動研究二 (In this kind of research, researchers usually have clearer concepts to solve the problem. Such the research is usually related to science or medicine fields; it has study limitation)
介詞
藉由、利用、透過… 自變項 狀態詞
提升、改善、改進、促進… 研究對象 研究變項 研究方法
藉由 間歇緩跑 提升 高三學生 之行動研究
Impossible in 生理改變，標準不可過高 之行動研究
名詞釋義 (學理上vs. 實務上)
1. 理論性定義:普遍、非專屬、常有學理或法理
鳳梨
No boundary
Common, non-process, follow the theories or rules
e.g. 國民教育國民依憲法，以養成德、智、體、群、美五育均衡發展之健全國民為宗旨。一定程度、一定年限。普遍、免費、強迫、均等四項內涵。常有「義務的教育」(普遍、免費)、「基本教育」(強迫、均等) 等概念等同的情形。
My answer:
It is authorized education. (duty and right)
權力與義務的教育，有不同階段，各階段年限不同
2. 操作性定義：特殊、專屬(適用於本研究)、具體可操作或彷行、包含於理論性定義。(key words: 本研究係指…)
The second must be included in the first one.
牛奶鳳梨
有脈絡性
Special,
e.g. Taipei is different from Kaohsiung.
It is not be concerned with other situations.
Writing ability how to define, the criteria
國民教育本研究係指我國依據招致6歲至15歲兒童與少年所提供的免費與強迫…培養學生品德知識的教育
Assignment: p. 14
附件三 研究計畫的建議內容
填寫者： 服務單位及職稱：
一、 研究主題
二、 研究動機與目的
三、 問題的背景分析
四、 名詞釋義
五、 預期成效
六、 初步文獻分析
七、 初步研究設計（對象、方法、時間、資源等）
八、 預計實施步驟
九、 參考書目
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