雲林縣學校轉型優質計畫對提升教師效能影響之研究－以兩所國小為例

A study on the effect of the Transformative High-Quality Program in Yun-Lin County on teachers’ efficacy—a case study of two schools

蔡美華(MEI-HUA TSAI)

指導教授 ： 林永豐

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2016年)

摘要

雲林縣學校轉型優質計畫對提升教師效能影響之研究－以兩所國小為例
摘 要
本研究旨在探討雲林縣轉型優質計畫對提升教師效能之影響，分別探討教師在參與轉型優質計畫後，在課程發展、教學評量、班級經營與親師溝通等四個層面之影響。採用個案研究法，針對兩所個案學校－雲林縣書香國小與樂讀國小進行研究，訪談兩所學校的校長、主任、教師等共16人；並觀察及蒐集學校文件進行綜合性分析，整理、分析與歸納後，依據研究結果，提供若干建議，以供參考，主要發現與結論如下：
一、在課程發展方面
(一) 轉優計畫有賴課程領導，且有助於提升教師課程規劃的能力。
(二) 轉優計畫的實施衝擊既有課程，考驗教師課程實施的能力。
(三) 轉優計畫強調課程成效，要求教師提升其課程評鑑的能力。
二、在教學評量方面
(一) 轉優計畫強調多元評量，促進教師教學創新。
(二) 轉優計畫促進學校重視學生學習成效評量，有效提升學生的多元表現。
三、在班級經營方面
(一) 轉優計畫重視師生關係，促進教師在班級經營方面的效能。
(二) 轉優計畫重視教學情境，促使教師關注教學環境的有效布置。
(三) 為落實轉優計畫強調的學生展能，促使教師靈活運用資訊媒體。
(四) 轉優計畫著重學生本位，提升教師對師生關係建立的重視。
四、在親師溝通方面
(一) 轉優計畫強調校本課程規劃，需強化親師溝通以尋求家長支持。
(二) 校本課程有賴家長、專業人士及社區的力量的支持與參與，促使教師努力經營社區關係，協助學校特色發展與行銷。

關鍵詞：轉型優質計畫、教師效能、課程改革

關鍵字

轉型優質計畫 ； 教師效能 ； 課程改革

並列摘要

A study on the effect of the Transformative High-Quality Program in Yun-Lin County on teachers’ efficacy—a case study of two schools
Abstract
The purpose of this study aims to explore the influence between the transformative high-quality program in Yun-Lin County and teachers’ promotion of efficacy. The effect of teachers’ participation in the transformative high-quality program may have positive energy on curriculum development, instructional assessment, classroom management, and parent-teacher communication. This research held case study method as research method to probe two schools in Yun-Lin County which are Book Best School and Reading for Pleasure School. Sixteen respondents are interviewed such as Principals, school leaders, and teachers. The data from observation and documents recorded by schools are analyzed and concluded.
The conclusions are as follows:
1. Effects on curriculum development
(1) The transformative high-quality program depends on the leadership of curriculum development and enhances teachers’ abilities on curriculum development.
(2)The transformative high-quality program challenges existed curriculum and teachers’ implementation abilities.
(3) The transformative high-quality program requests curriculum effectiveness and strengthens teachers’ curriculum evaluation abilities.
2. Effects on instructional assessment
(1) The transformative high-quality program focuses on Multiple Assessment and reinforces teachers’ teaching Innovation
(2)The transformative high-quality program stresses schools’ emphasis on the assessment of students’ academic achievement and promotes students’ multiple performance.
3. Effects on classroom management
(1)The transformative high-quality program draws attentions to teacher-student relationship and makes more effectiveness on classroom management.
(2)The transformative high-quality program emphasizes teaching scenarios and makes teachers pay close attention to their teaching setting.
(3)The transformative high-quality program puts emphasis on students’ renewal and teachers’ application of information technology.
(4) The transformative high-quality program demands student-centered teaching method and raises teachers’ attention on teacher-student relationship.
4. Effects on parent-teacher communication
(1)The transformative high-quality program is depicted on school-based curriculum and seeks parents support from close parent-teacher communication.
(2) The transformative high-quality program relies on the power from parents, professionals, and community. Besides, teachers’ power at running for community creates a distinguishing feature and school marketing.

Keyword: transformative high-quality program, teachers’ efficacy,
curriculum reform

並列關鍵字

transformative high-quality program ； teachers’ efficacy ； curriculum reform

參考文獻

林鎮賢（2010）。高雄縣國小兼任行政職務教師工作壓力與教學效能關係之研究（未出

鄭英耀、黃正鵠（1996）。教師自我效能相關因素之研究。教育學刊，12，219-244。

羅寶鳳、張德勝（2012）。大學教師教學風格與教學效能之研究。教育與多元文化研究，

黃光雄、蔡清田（2002）。課程研究與課程發展理念的實踐， 中正教育研究，1，1-20。

黃俊傑（2008）。「小校整併」政策省思。國教之友，59（1），71-78。