教師專業與知識管理對話：以綜合活動學習領域課程實踐為徑路

The Dialogue between Teachers' Profession and Knowledge Management: The Path of the Learning Area of Integrative Activities Curriculum Practicing

王瑞壎(Juei-Hsin Wang)

《學校行政》 83期 (2013/01) Pp. 31-49

https://doi.org/10.6423/HHHC.201301_(83).0003

摘要

本研究場域主要在大學師資培育課程的綜合活動學習領域課程，探討知識管理導入國民小學師資培育課程為主軸，透過網站平台互動、教學觀察、教學檔案、訪談與描述分析，邀請六位國民小學學校教師與三十八位師資培育學生參與。師資培育學生一整學年的參與，過程中不但師資培育學生有所成長與改變，大學教授與綜合活動學習領域課程專長教師，亦共同理解理論與實務知識轉化的過程。「體驗、反省、實踐」是國民小學綜合活動學習領域的宗旨，透過此次的「教學即研究」嘗試，而有理論與實務驗證、政策與方法結合的試驗。

關鍵字

教師專業發展評鑑 ； 知識管理 ； 綜合活動學習領域

並列摘要

The research field is mainly on the learning area of integrative activities curriculum in university teacher education curriculum, it's based on the exploring of knowledge management which is introduced into the elementary school teacher education curriculum, through the interaction on website platform, teaching observation, teaching files, interviews, descriptions, and analysis, the researcher invited six elementary school teachers and thirty-eight students in teaching education. During a year-round participation, not only did the students have growth and change in the research process, but also did the university professors and teachers professed in integrative activities curriculum realize the process of the theories and piratical knowledge's transformation. ”Experience, self-examination, and practice” are the objectives of the learning area of integrative activities of primary and secondary schools. Through the attempt of the title named ”teaching as researching”, we have the test of theories and piratical identification, and politics and methods' combination.

並列關鍵字

teacher evaluation for professional development ； knowledge management ； learning area of integrative activities curriculum

參考文獻

王如哲(2005)。知識管理學術發展的回顧與展望：特別關注教育領域。教育研究月刊。135，108-118。

王如哲、黃月純(2009)。我國大學校院知識管理現況之研究。教育政策論壇。12(4)，33-61。

王瑞壎(2002)。校園知識管理之探討─兼論知識管理在九年一貫課程的應用。教育研究資訊。10(3)，49-70。

王瑞壎(2006)。學校知識管理指標建構之研究。教育政策論壇。9(3)，129-160。

孫志麟(2003)。教師專業成長的另類途徑：知識管理的觀點。國立臺北師範學院學報。16(1)，229-252。