執行教師公開授課與教師專業成長之研究--以雲林縣國小教師為例

伴隨108年課綱實施，公開授課已開始逐步實作於各地的教育現場；同時，新型態的教師專業成長支持系統概念也與公開授課理念相呼應。故本研究以針對雲林縣小學專任教師為研究對象，以自編之「執行公開授課與增進教師專業成長之研究調查問卷」為調查工具，探討公開授課執行的初步狀況，以及公開授課執行後，是否對教師專業成長產生影響之課題。透過統計方法分析後獲得之結論如下：一、學校規模對於教師執行公開授課的完整程度、觀課記錄工具的選用以及授課主導權都有顯著之影響。二、公開授課的完整程度顯著且正面影響教師專業成長的各個面向。三、公開授課的工具選用與授課主導性，在本次研究調查中並無法證明與教師專業成長有關連。透過以上研究之成果，本研究建議如下：一、可進一步探討學校規模與公開授課執行狀況間的關係。二、公開授課執行完整度正面影響教師專業成長，但其影響模式有待進一步探討。

關鍵字

108年課綱；公開授課；教師專業成長；雲林縣小學教師；素養教學；共好

並列摘要

With the implementation of the 108-curriculum, the practice of lesson study is gradually adopted across local educational places. Meanwhile, the concept of the new type of teachers’ professional growth support system also echoes this concept of lesson study. This study aims at full-time primary school teachers in Yunlin County. Using the self-compiled research questionnaire as the research tool to explore the preliminary status of the implementation of lesson study and whether the implementation of lesson study has an impact on teachers' professional growth. The results obtained by statistical analysis are as follows: First, school size has a significant influence on the completeness of teachers' implementation of lesson study, the selection of class observation record tools, and the driving factors of adopting lesson study. Second, the completeness of lesson study has a significant and positive impact on all aspects of teachers' professional growth. However, the statistical results could not prove any influence from the record tool selection or the driving factors. Based on the above findings, this study would like to suggest the following recommendations: Firstly, future researchers can further explore the relationship between school size and the implementation of lesson study. Second, the completeness of the implementation of lesson study positively affects teachers' professional growth, but its influence mode remains unsolved and requires further researches.