教師個人知識管理在專業發展上應用之研究—以實踐九年一貫課程為例

The Application of the Teacher's Personal Knowledge Management on the Professional Development: A Case Study on the Practice of Nine-Years Consistent Curriculum of the Elementary School Teachers

陳美玉(Mei-Yuh Chen)

《課程與教學》 9卷1期 (2006/01) Pp. 99-121

https://doi.org/10.6384/CIQ.200601.0099

摘要

教師個人知識的發展，乃是在持續開放而理性的思維過程中，經由個人知識與經驗間相互辯證的結果。本研究為了促進國小教師專業發展與實踐九年一貫課程的成效，乃透過個人知識管理的途徑，同時兼用文獻分析法、訪談法與內容分析法等，進行為期九個月之現場資料發展與蒐集，並獲得以下重要結論，包括：（一）教師個人知識管理是兼具自我挑戰與學習性的歷程，（二）教師個人知識具不確定性成分，（三）教師個人知識發展需要得自他人的回饋與支持，（四）個人知識管理對教師專業發展具正面的影響效果，（五）教師個人知識發展受制於個人、專業文化與組織領導等三方面因素的影響。最後，本研究提出建議，作為教師個人知識管理、九年一貫課程實踐與專業發展之相關研究與活動規劃之參考。

關鍵字

國小教師 ； 教師個人知識管理 ； 專業發展

並列摘要

In order to improve primary school teachers' professional development and the effectiveness of nine-consistent curriculum, this study utilizes the literature review, content analysis and collective interview to help primary school teachers to manage personal knowledge. This study abstains six conclusions that: (1) teacher's personal knowledge management is a full self-challenge and professional learning process; (2)the features of teacher's personal knowledge combines professional certainty and uncertainty; (3) the development of teacher's personal knowledge needs feedback and support from others; (4) teacher's personal knowledge management could improve professional development effectively; (5) the development of teacher's personal knowledge is limited by personal, professional culture and organizational factors. Finally, this paper provides several suggestions for teacher's personal knowledge management, the fulfillment of nine-consistent curriculum, professional development as well as related studies also.

並列關鍵字

primary school teacher ； teacher's personal knowledge management ； professional development

參考文獻

吳清山、黃旭鈞(2004)。知識管理與課程領導。國民中小學九年一貫課程：理論基礎。2，314-339。

吳剛(2003)。教學專業知識與教學創新。教育研究雜誌。1，94-101。

林珮璇(2004)。學校本位課程發展脈絡與現況研究。國立臺北師範學院學報。17(2)，35-56。

陳美玉(1996)。教師專業實踐理論與應用。台北:師大書苑。

陳美玉(1999)。教師專業學習與發展。台北:師大書苑。