南投縣實施學習共同體教師之課程意識研究

A Study on the Curriculum Consciousness of School Teachers Implementing Learning Community in Nantou

方竣憲(Chun-Hsien, Fang)

指導教授 ： 馮丰儀

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2015年)

https://doi.org/10.6837/NCNU.2015.00131

摘要

教師課程意識係教師對於課程覺知的動態歷程，其中蘊含自我內在的省思與調整，對於己身課程與教學的信念、實踐的反思與評估，及對於環境的詮釋、組織與應用。教師透過不斷的反思批判建構其課程價值觀與行動策略，並藉由與個人主體對話、與專業客體對話、及與生活環境對話來提升教師課程意識。研究者以個案研究方式，深入探究三位中小學教師在實施學習共同體過程中其課程意識內涵、實踐與轉變的歷程，並歸納出提升課程意識的因素。本研究透過深入訪談與觀察蒐集研究資料，研究結果如下：
一、 參與研究教師課程意識內涵包含：
（一）對專業知識的覺知：包含對學科專業知識、教學技巧與班級經營；
（二）對自我的覺知：包含對教師角色認同、信念與價值觀、自我的省思與特質、對學習角色的扮演；
（三）對環境的覺知：包含對教育政策與制度的覺知、對教師同儕的覺知、對學生背景的覺知、對家長與社區文化的覺知、對教室空間的覺知，對教材的覺知；
（四）對實踐的覺知。
二、參與研究教師的課程意識，包含對專業知識的覺知，自我的覺知，環境的覺知與實踐的覺知，在實施學習共同體後都產生轉變，儘管成長歷程與工作職位有所差異，然而受訪教師的課程意識發展均呈現動態的歷程。
三、參與研究教師課程意識由教師角色、提問與對話中獲得實踐。
四、參與研究教師課程意識的提升受不間斷的自我覺察、改變與行動的勇氣、主動尋求精進以及創造與同儕對話機會四個因素影響。

關鍵字

學習共同體 ； 課程意識 ； 教師課程意識

並列摘要

Curriculum consciousness is the dynamic process of curriculum awareness of teachers. This includes internal reflection and adjustment, belief in their own curriculum and teaching, reflection on and evaluation of praxis, as well as the interpretation, organization, and application of the environment. Through constant critical reflection, teachers developed their curriculum values and action strategies. Teachers’ curriculum consciousness is improved through dialogues with individual subjects, professional objects, and the living environment. Using case studies, we deeply investigated the content, praxis, and course of transition of curriculum consciousness in three elementary and junior high school teachers during the implementation of learning communities, and we derived factors to enhance curriculum consciousness. We performed in-depth interviews and observations to collate research data. The results of this study were as follows:
1. The content of the course awareness of the participating teachers included the following:
(a) Awareness of professional knowledge, including disciplinary expertise, teaching skills, and classroom management.
(b) Self-awareness, including identification with the role of the teacher, beliefs and values, self-reflection and characters, and their role in learning.
(c) Awareness of the environment, including awareness of educational strategies and systems, awareness of peer teachers, awareness of students’ backgrounds, awareness of parent and community culture, awareness of the classroom space, and awareness of teaching materials.
(d) Awareness of praxis.
2. The curriculum consciousness of the participating teachers included awareness of professional knowledge, self-awareness, awareness of the environment, and awareness of practice. Several changes were visible after the learning communities were implemented. Although their growth courses and jobs differed, the development of curriculum consciousness in all the interviewed teachers followed a dynamic course.
3. The curriculum consciousness of the participating teachers was practiced through the role of the teacher, questioning, and dialogs.
4. Improvements in the curriculum consciousness of the participating teachers were influenced by four factors: continual self-awareness, the courage to change and take action, actively seeking enhancement, and creating opportunities for dialogs with peers.

並列關鍵字

Learning community ； curriculum consciousness ； teachers’ curriculum consciousness

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