國民小學校長實施公開授課之研究

本研究旨在探討國民小學校長對於公開授課目的、內涵、意見之認同度、實施困境與可行解決策略。研究對象為105學年度全臺2,630位國小校長，以自編「國民小學校長實施公開授課意見調查問卷」為研究工具，進行兩階段分層比例抽樣，寄出760份問卷，回收500份問卷，回收率65.79％，有效樣本共465份。問卷回收後分別以敘述統計、獨立樣本t考驗，以及單因子變異數分析等統計方法進行分析。依據研究結果與分析歸納之研究結論如下：一、國小校長對「公開授課目的」認同度達高程度，以「形塑校長與教師共學之教學文化」目的之認同程度最高。二、國小校長對「公開授課內涵」認同度達高程度，其中以「觀課後的議課」層面之認同程度最高。三、國小校長對「公開授課意見」認同度達中程度，其中以「我認為公開授課能感受教師教學時的需要與困難」意見之認同程度最高。四、不同性別的國小校長在公開授課目的、內涵和意見之認知程度有顯著差異；不同學歷的國小校長在公開授課意見之認同程度有顯著差異。五、國小校長認為校長困境是無實際授課班級，不易掌握課程進度和學生起點行為；學校困境是未規範公開授課三部曲的回饋機制，每學年實施一次公開授課，可能會流於形式；教育行政機關困境是難以評估校長公開授課與教師專業成長、學生學習成效間關係。六、國小校長認為校長解決策略是以平常心正視公開授課的相關議題；學校解決策略是結合學年會議、教師專業學習社群共同規劃公開授課；教育行政機關解決策略是辦理校長間專業社群，成為同儕支持。本研究根據結論，分別針對教育行政機關、學校、國小校長，以及後續研究者提出建議。

關鍵字

教師專業發展評鑑；學習共同體；國小校長公開授課

並列摘要

The main purpose of this study is to explore the opinions and recognition of elementary school principals in Taiwan about the implementation of lesson study. The self-compiled questionnaire survey “opinion questionnaire on elementary school principals of the implementation of lesson study” which has been adopted as the research method in this study and the elementary school principals in Taiwan are picked as subjects of this survey. The research handed out 765 questionnaires, recovered 500 questionnaires, among which there were 465 questionnaires valid with the availability rate of 65.79%. The data is analyzed by descriptive statistics, independent sample t-test and one-way ANOVA. The findings based on the results of the research are as follows: 1. Principals have high perception degree toward the purpose of lesson study, especially in forming the teaching culture of principals and teachers. 2. Principals have high perception degree toward the content of lesson study, among them, the level of letures after class has the highest perception. 3. Principals have medium perception degree toward the opinion of lesson study, among them, the opinion - through lesson study I can feel the needs and difficulties of teachers has the highest perception. 4. Principals of different gender has significant difference in perception on the purpose, content, opinion of lesson study and principals of different education has significant difference in perception on the opinion of lesson study. 5. Principals with no actual class have difficulties in mastering course progress and student starting behavior and schools have difficulties in standardizing the feedback mechanism for the trilogy of lesson study and lesson study is conducted once a year, which may be in the form of and educational authorities have difficulties in evaluating the relationship of lesson study, teacher’s professional development and student’s learning outcome. 6. Principals suggest principals have a positive attitude toward issues of lesson study and schools combine grade forum with teacher professional learning community to implement lesson study and the educational authorities handle professional learning community between principals. According to the results of this research, we propose some suggestions for the educational authorities, the elementary schools, the elementary school principals and the follow-up researchers respectively.