一位國小老師在混齡教育體制下的轉化歷程

臺灣近年來在人口結構上面臨少子女化的問題衝擊，而在偏鄉地區的人口流失更加明顯。位於中部偏鄉的自然國小，全盛時期學生人數曾多達400餘人。到103學年度的時候，學生人數只剩下24人，已經面臨被裁併的邊緣。為了學校的永續發展，因此加入學校型態實驗教育計畫，轉型成為混齡教育體制學校。當學校轉型的時候，社會大眾多關注的是學生的受教權，而忽略教師在轉型過程中也面臨各種挑戰。接受傳統教育師資訓練的教師，在面臨學校轉型成為混齡教育體制時，如何透過自己的經驗，去轉化現有的教學模式以及個人觀點，以適應新的教學環境，讓混齡教育能夠在班上發揮效益，是為本研究的目的。本研究係採用質性研究方法，研究對象是一位經歷公立學校從傳統教育體制轉型成為混齡教育體制的國小老師。研究者期望透過研究觀察這位國小老師轉化的歷程，瞭解其背後的人生經歷，如何將過往的經驗，在混齡教育體制下化為驅動其對教育轉型的原動力。透過訪談與現場觀察資料，敘寫研究對象的成長故事、轉型前後的教學歷程以及個人轉化歷程。而後分析並討論故事中的轉化因子，作出研究結論。研究結論包括研究對象在混齡教育體制下的教學歷程是具有流動性的，從學校轉型為混齡教育體制前到混齡後，可以為分為三個階段，分別是緩衝準備期、混沌期、和適應明朗期；在混齡教育體制下遇到的困境為學生的變化以及需要處理同儕關係（同科老師和班級合作導師）；在混齡教育體制下的轉化歷程可以分為四個階段，分別是舊有觀點、轉化因子（包含家庭因素、教學經歷以及轉型契機）、觀點轉化（包含從自身經驗及經歷出發、面對外面的批判與不滿，理念持續如一、教法不斷實踐嘗試、以及重新適應教室新角色）、最後達成個人新觀點（實行新的教學方法以及將新觀點融入到教學現場）。最後也針對想要投入混齡教育的老師、學校單位和未來研究給予建議。

關鍵字

混齡教育；轉化歷程；教學方法

並列摘要

In recent years, Taiwan has faced a problem of population shortage in terms of population structure, and the population loss in the rural areas is more obvious. The Natural Primary School was locate in the middle of Taiwan. In 2014, there were only 24 students remaining, and they were already on the verge of being laid off. For the sustainable development of the school, Natural primary school joined the school-type experimental education program and transformed into a mixed-age education system school. The school teacher who received traditional education training are faced with various challenges in the process of transformation. How to transform existing teaching models and personal views through their own experience, to adapt to the new teaching environment, so that mixed-age education can be in the class. The effectiveness of this is the purpose of this study. This research is based on a qualitative research method, research object who has undergone a transition from a traditional education system to a mixed-age education system in public schools. Researchers hope to study the history of the transformation of the teacher, understand the life experience behind it, and how to transform the past experience into the driving force for the transformation of education under the mixed-age education system. Through interviews and on-site observations, the story of the growth of the research object, the teaching process before and after the transformation, and the personal transformation process are described. Then analyze and discuss the conversion factors in the story and make research conclusions. The research conclusions include that the teaching process of the research object under the mixed age education system is fluid. From the transition from school to mixed age education system to mixed age, it can be divided into three stages, namely, buffer preparation period and chaotic period. And adapt to the bright period; the dilemma encountered under the mixed age education system is the change of students and the need to deal with peer relationships (the same teacher and class cooperation tutor); the transformation process under the mixed age education system can be divided into four stages They are old ideas, conversion factors (including family factors, teaching experiences, and transformation opportunities), and perspective transformations (including starting from her own experiences, facing external criticism and dissatisfaction, and practicing the teaching methods, and re-adapt to the new role of the classroom), and finally reach a new personal perspective (implementing new teaching methods and incorporating new ideas into the teaching site). Finally, I also give advice to teachers who want to take part into mixed-age education, school administration and the future research.