臺北市國民小學教室走察方案實施之個案研究

本研究以「臺北市太陽國民小學」（化名）為研究對象，探究臺北市國民小學教室走察之推行現況、困境、因應策略及具體成效。本研究係採個案研究法，採用研究者自編之『「教室走察方案」訪談大綱』為研究工具，訪談該校1位推行方案之行政人員，2位參與教室走察方案之教師（本身曾擔任教室走察人員及被教室走察之教師）。結論以下分述之：（一）臺北市國民小學教室走察方案理念及目的與Downey3分鐘教室走察中「反思教學實務」及「改進自身教學實務」的目的相符。（二）臺北市國民小學教室走察方案推動的模式與過程與Downey3分鐘教室走察中四階段及五項觀察重點大致相符。（三）臺北市國民小學教室走察方案推動時遇到的困境為時間不足，可以透過2周一輪的方式進行因應。（四）臺北市國民小學教室走察方案推動的具體成效符合國外教室走察實施成效，包含：1.使走察人員能夠透過走察進行學習及提升能力；2.使校長及行政人員能更清楚知道學校的課程與教學的情形；3.使校長及行政人員與教師及學生有更多的互動機會；4.有助於使學生提升專注力；5.促使教師更動教室布置內容，以符應教學主題；6.能夠促使教師進行教師專業發展；7.能夠立即處理教師需求並提供協助；8.能夠形塑良好及合作的校園文化。

關鍵字

教室走察；個案研究法；訪談法

並列摘要

The purpose of this research was to inquire the implementation, difficult, Coping Strategies, and results of Classroom Walk-through Implementation Program. The subject of the research is Taipei Municipal Sun Elementary School (a pseudonym), the purpose of the research is to inquire the implementation, difficult, Coping Strategies, and results of classroom walkthrough implementation program. Case study is adopted in this research, and the research method is interview survey, 1 administrator and 2 teachers, who were observers, were interviewed in the research. The main findings of this study included: 1. The idea and purpose of ＂Classroom Walk-through Implementation Program＂ tallies closely with the purpose of ＂The Three-Minute Classroom Walk-Through＂, which are ＂reflect teaching practice＂ and ＂improve teaching practice.＂ 2. The model and process of ＂Classroom Walk-through Implementation Program＂ tallies with the four steps and five observation points of ＂The Three-Minute Classroom Walk-Through.＂ 3. The problem of ＂Classroom Walk-through Implementation Program＂ is time deficiency, we can cope with rotating of 2 weeks a cycle. 4. The results of ＂Classroom Walk-through Implementation Program＂ tallies with of foreign theoretical, included (1) Makes observers learn and promote abilities by classroom walk-through. (2) Makes principals and administrators know about teaching and curriculum clearly in school. (3) Increases opportunities of interactions between principals, administrators, teachers and students. (4) Strengthens Student Engagement. (5) Reinforces teachers change classroom decorations with the topic of teaching. (6) Promotes professional development for Teachers. (7) Enables to deal with teachers needs immediately and to provide supports. (8) Enables to build a great and collaborative culture in the School.