大學與中學夥伴協作實施歷程與成效之研究

本研究旨在探究大學與中學實施夥伴協作的歷程、內容與優缺點，並分析夥伴協作實施對中學教師教學效能、教學省思的影響情形。研究採用訪談法，並輔以問卷調查法與省思札記。研究對象為臺北市星光國中7位地球科學教師。研究工具包括：「夥伴協作、教師教學效能與教學省思訪談綱要」、「教學行為自我檢視表」、以及「教學省思狀況調查問卷」。本研究主要發現有：（1）星光國中與大學所進行之夥伴協作歷程，包括問題探究、時程規劃、對話與觀課、回饋與省思等四大步驟；（2）星光國中與大學夥伴協作有益於中學與大學教師學習及專業，而時間、設備等問題仍待克服；（3）星光國中與大學夥伴協作對中學地球科學教師教學效能有正向影響；（4）星光國中與大學夥伴協作對中學地球科學教師教學省思有積極影響。最後，本研究根據研究發現提出若干建議，以作為未來夥伴協作實務推動以及後續研究之參考。

關鍵字

教學效能；教學省思；夥伴協作

並列摘要

The purposes of this study were: (1) to explore the process, content, advantage and disadvantage of the school-university partnership, (2) to analyze its effect on teaching effectiveness and reflection of junior-high school teachers. The candidates were seven junior-high school teachers in Taipei City. In addition, surveys were applied to measure their perceptions of teaching effectiveness and reflection after the implementation of the school-university partnership. The main findings of this study were as follows: (1) The process of the implementation consisted of four significance phases, (2) The implementation had its merits, but a few limitations had to be overcome, (3) The implementation had positive impact on teaching effectiveness and moderately high effect on teaching reflection of the teachers. Accordingly, suggestions were proposed for the implementation and further research.