台灣教學行動研究運動－走入鴻流，走出泥淖，邁向新視野
摘要
The main concern of action research on teaching is that teachers could express their thoughts about how to reduce the gap between teaching theories and practice. Based on the reflection of traditional teaching ways and the need of professional identities, teacher action research has been one of the important approaches to improving teaching during the past decade. This study aims to gain whole comprehension about action research implemented in Taiwan by integrative study. This study finds that there are some similar features in action research on teaching done by school teachers' such as research background, purposes, field selection, procedure, and the role of teachers as researchers. However, each feature might have its contractive side when we reflect deeply. Finally, it proposes several suggestions based on the discussion of the contractive view. In sum, the rationale assumption that inform this study-teaching improvement has to take account of deeply active reflection-allow much discussion among practice, and establishing the professional status of teacher action research.