兩個教師專業學習社群實施國小跨領域統整教學之研究

本研究旨在研究兩個不同學制的教師專業學習社群教師，實施跨領域統整教學的歷程:其中以社群團隊教師對於社群的看法；課程發展與設計；實施跨領域統整教學所遇之困難以及困境處理；對於教師、學生、學校…的效益。以質性研究中的半結構式訪談法，探討教師專業學習社群實施跨領域統整教學的相關研究。結論如下: 一、不同教師專業學習社群實施「跨領域統整教學」之目的與討論情形，有些許異曲同工之妙。雖參與的目的各不相同，但皆花費非常多的時間與心力進行討論課程、教學與設計。二、社群教師的分工，讓「跨領域統整課程」的設計更完整，有更多的專業知識，得以因夥伴的參與而互補。三、設計跨領域統整課程的理念，在學生的學習上，皆希望抱持著以差異化能力，學習跨領域統整課程。四、社群教師的情感越好，執行跨領域統整課程的時間越長。五、跨領域統整課程教學與設計的模式皆依照6E探究式教學法的方式進行，力求課程創新、教材豐富。六、跨領域統整課程的評量方式多元，讓學生能夠充分發揮個人的差異性特質，無一定之評量基準。但以主題設計的跨領域統整課程較無法進行課後的補救教學。七、實施跨領域統整課程的困難多為專業人力的不足與備課討論時間太多，讓教師無法長期負擔，故需要完善的分工才得以支撐。八、跨領域統整課程具增加跨域人才的優點，教師了解不同領域專業並與同儕教師建立良好緊密的情感，故願意持續參與社群。九、跨領域統整課程對學校能夠獲得辦學績效優良的風評；對同儕教師能夠成長自身專業；讓學生成為社會上所需的跨域人才。是此課程形式的效益。

關鍵字

跨領域統整教學；跨領域統整課程；教師專業學習社群； 6E探究式教學法

並列摘要

This research paper follows the two different academic systems "cross-disciplinary curriculum implemented".For the professional learning communities team teachers’ views on the community, Curriculum development and design, Difficulties and solutions for implementing cross-disciplinary integration teaching, Benefits for teachers, students and schools. This research paper was used Semi-structured interviews in qualitative research to explore the relevant research on the implementation of cross-disciplinary by teachers' professional learning communities. conclusions are as follows: 1. The purpose and discussion of the implementation of "cross-disciplinary integration teaching" by teachers' professional learning communities is achieve the same goal with different means: Although the purpose of participation varies,but it takes a lot of time and effort to discuss the curriculum,how to teaching and design. 2. Division of labor cooperation is most important thing about design cross-disciplinary curriculum. Partner’s participation will makes professional knowledge more and more. 3. Designing the concept of cross-disciplinary curriculum in students learn is the big point about students can use their differentiation advantage to learn. 4.At the team, better the teacher’s emotions, close relationship with team’s teachers and good interaction.Will let the team longer it takes to implement cross-disciplinary curriculum. 5.The curriculum model about cross-disciplinary curriculum is use “6E LEARNING BYDESIGN™ MODEL”to design. 6.Teacher use a lot of different assessment to know student’s learning situation. But there is no standard way of measuring.And when teacher implement cross-disciplinary curriculum can no remedial instruction. 7. Difficulties in implementing cross-disciplinary curriculum most about teachers professional deficiency and spend too many time to discuss the cross-disciplinary curriculum.so they need a perfect division of labor to be supported. 8. Cross-disciplinary curriculum has the advantage of increasing cross-domain talent, Teachers can learn about different fields of expertise, Establish a good and close relationship with team’s teachers.Let theacher willing to continue to participate in the professional learning communities. 9.School development “cross-disciplinary curriculum”can let school’s quality of education will improve. Teachers can grow their profession. Let students become the cross-domain talents needed in society.