國中生活科技教師學習型團隊與專業成長

A Study of Learning Organization and Professional Development of Junior High Technology Teachers

張聖麟

《科技教育課程改革與發展學術研討會論文集》 2004期 (2004/11) Pp. 481-485

https://doi.org/10.29495/CITE.200411.0481

摘要

在與現職教師座談時，發現部分教師爲該如何上課感到困擾，爲面對並解決這些問題，學習型組織(learning organization)的建構即成爲各機構及組織努力發展的方向。鑑於此，於民國八十四年有大學教授結合國中任課教師組成學習型組織，嘗試自行發展國中生活科技教學活動。本文擬就參與該團隊三位現職國中生活科技教師做探討，提出國中生活科技教師學習型團隊發展過程與要素，並就學習型團隊與教師專業成長之關係作探討。由參與國中生活科技教師學習型團隊成員歸納出，國中生活科技教師學習型團隊發展模式，並對學習型團隊與專業成長之關係的結論與建議。

關鍵字

學習型組織learning organization ； 生活科技living technology

並列摘要

The 9-year Consistent Curriculum plan has been carried out in recent years. The main goal is to upgrade the teaching quality. Hence, plenty of new teaching materials, methods and curriculums are promoted. However, some teachers do not know what contents should be taught once the government’s unified teaching materials cancelled. They lose their independent ability in teaching.
For example, Living Technology is the typical subject which would be marginalized and annexed by the other subjects. Although some scholars (e.g. Fang Chung-hsiung, 1995) and teachers try to face the crisis and promote many relative discussions, teaching materials, methods and activities, it is not suitable for all schools and teachers because of its limited quantity and the rapid changing society.
In order to solve this problem, the structure of Learning Organization is serious developed (e.g. Wu Ching-shan, 1997; Lin Tin-yao, 1998). There are many discourses about the Learning Organization. This article is an attempt to explain how to use those relative theories in the Living Technology Teachers Community to solve its problems.

並列關鍵字

learning organization ； living technology