九年一貫課程改革下國民中學教師專業發展個案研究

Nine-Year CurriculumReform A Junior High Teacher's Professional Development Case Study

楊諮燕(Tz-Yen Yang) ； 高熏芳(Fang Kao)

《課程與教學》 5卷4期 (2002/10) Pp. 19-36+162

https://doi.org/10.6384/CIQ.200210.0019

摘要

因應九年一貫課程統整教學創新的教育改革，90學年度起中小學即將全面施行課程改革。為了減低教師面對九年一貫課程改革之衝擊，在改革推動初期，教育單位、學校與民間團體變舉辦諸多協助教師因應變革之研習與學習活動，更為了使九年一貫課程改革更具執行成效，符合「學校為中心的教師專業成長概念」，於各校成立課程發展委員會，希望藉正式型態之會議，下放權力與各校。但目前大部分教師教改意願並不強，習慣於執行所被交付的教學任務，對於所要新賦予的課程自主權並不感興趣。故研究主要關切之重點為九年一貫課程改革下「教師專業發展之態度與歷程」，希望透過質化研究，以全新觀點，詮釋中等學校教師本身對於教育改革時專業成長之情形。

關鍵字

教師專業成長 ； 關切階層 ； 使用程度 ； 質化個案研究

並列摘要

Facing Taiwan Ministry of Educational 9-year integrated curriculum reform, schools must implement curriculum innovation. To reduce pressure on teachers, educational instructions hold many learning activities for teachers and encourage schools to organize Curriculum Development Commitment. However, teachers seem to have less motivation for the educational change. The purpose of this research is to investigate the attitudes and professional development of teachers during the process of educational change.

並列關鍵字

teacher professional development ； stage of concern ； level of use ； qualitative case study

參考文獻

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