國中教師參與公開授課之研究──以甜心國中為例

本研究之目的為了解國中教師對於公開授課之政策的接受度與內在想法、全面試辦公開授課之心境想法與運作情形，以及公開授課後教學與學習上的改變及困境。本研究運用半結構訪談、觀察與文件資料蒐集等方法進行，研究參與者為甜心國中實際參與公開授課的6名教師。根據資料分析，本研究獲得的結論為：（1）國中教師理解公開授課提升教學的正向助益，學校推行教師專業發展社群及利用教師專業發展評鑑觀課模式的相關及延續，使得教師對公開授課的接受度高，但對於教育政策的規劃不明接受度低。（2）國中教師認為面對公開授課之政策，學校或上級單位應有完善的相關配套措施，教師本身亦要自覺所任教科目應做好準備與真實展現。（3）國中教師認為學校試辦公開授課，能降低心理壓力與尋找共同時間，惟需掌握觀課紀錄重點。在心境上能以平常心來面對，以身作則並做充分準備。（4）國中教師認為學校試辦公開授課，可促進教師間及學生間的討論合作，並透過備課、說課、觀課及議課，給予公開授課的教師帶來實質幫助。（5）在實施公開授課後的改變，國中教師能反思不足的教學現況及調整更好的教學模式，學生更遵守課堂常規，提升學習態度及改善學習品質。（6）在實施公開授課後，國中教師在教學上能得到反思、解困、創新的收穫，但也面臨觀議課內容及時間不足、改變講述方式不易及挑選班級的困境。（7）從提早實施到108課綱上路以來，教師參與公開授課多會更換合作夥伴，挑選班級主要配合觀課教師，學校及上級的輔導措施以研習、設備為主。（8）近幾年來，教師參與公開授課在教學上有漸進、創新、脈絡及媒體化的趨勢，學生在學習上也有專注、合作、參與及情境化的轉變。

關鍵字

公開授課；國中教師；備課；觀課；議課

並列摘要

This study aimed to identify the acceptance and inner thoughts of the policy of lesson study with junior high school teachers, and the changes and predicaments in teaching and learning after lesson study. It adopted semi-structured interviews, observations, and document collection, and the participants comprised 6 junior high school teachers who actually participated in public lectures at the school. According to the data analysis, this study revealed that junior high school teachers understand that lesson study has the positive benefits to improve teaching. Teachers have a high degree of acceptance of lesson study as the school promotes the teacher professional development community and uses the correlation and continuation of the teacher evaluation for professional development model to observe lessons, but for the unclear education policy planning is low. They believe that schools or higher-level units should have complete and relevant supporting measures to the policy of lesson study, and teachers themselves should also consciously prepare for teaching subjects and show truthfully. They also believe that experimental implementation of schools can reduce the psychological pressure and seek common times for teachers, certainly it is necessary to grasp the key points of the observation record. In the mood, you can face it with a normal heart, leading by example and prepare fully. Schools implement experimentally can promote discussion and cooperation between teachers and students, and help teachers substantially through lesson preparation, lesson lectures, lesson observation, and lesson discussion. After the implementation of lesson study, junior high school teachers can reflect on the insufficient teaching situation and adjust better teaching models, students will more abide by classroom routines, enhance learning attitudes and improve learning quality. Although junior high school teachers can gain reflection, relief, and innovation in teaching after the implementation, however they also face the difficulties of insufficient time and content in lesson observation and lesson discussion, changing the way of narration, and selecting classes. From the early implementation to 108 curriculum guidelines, teachers have often changed partners when participating in lesson study. The selection of classes mainly cooperates with the observing teachers, and the tutoring measures of the school and the superiors are based on study and equipment. In recent years, teachers who participation in lesson study have the trends of gradual, innovative, contextual and mediatization in teaching. Students also have changes in focus, cooperation, participation and contextualization in learning.

並列關鍵字

lesson study ； junior high school teachers ； lesson preparation ； lesson observation ； lesson discussion

參考文獻

呂麗雪（2015）。準備好要公開了嗎？公開觀課與教師專業成長之探討。師友月刊，572，59-61。

Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. System, 52, 139-148. https://doi.org/10.1016/j.system.2015.05.007

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