國民中學社會學習領域班群教師協同教學之行動研究

An Action Research on A Junior High School's Social Studies Teaching Team

吳美嬌(Mei-Chiao Wu)

指導教授 ： 單文經

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2002年)

摘要

本研究以國民中學社會學習領域班群教師協同教學為主題，探討安安國中社會學習領域班群教師協同教學之情形。研究者選取該校一組協同教學團隊為對象，時間自九十一年八月至九十二年一月；透過安安國中社會學習領域班群教師協同教學的歷程，以觀察、訪談、省思日誌、文件分析等方式，探討其實施困境與解決策略、影響因素，以及實施後教師的改變與成長。
根據研究結果，獲致以下結論：（一）班群教師協同教學發展歷程，需要導航者的堅持與專業素養。（二）班群教師協同教學發展歷程中，「有計劃的研習」與「家長說明會」是必須的要素。（三）班群教師協同教學歷程中，班群教師對一切的改變具有主體性及平等的夥伴關係，才能產生真實的合作文化。（四）班群教師協同教學是不斷循環修正的行動研究歷程，「願意改變」、「支持」、「對話」與「正向回饋」是協同教學成功的條件。（五）班群教師協同教學歷程中，班群教師的「教學信念」、「人格特質」、「合作氣氛」、「所投注的時間」及「統整課程內容」是關鍵的內在影響因素。（六）「協同教學」幫助班群教師將新的教學知識，轉化為教學實踐的作為，須考慮到教師自身的教學態度、課程與教學的再概念化意義，直到能將教學知能內化、自發呈現與彈性運用。（七）在協同教學行動研究能力方面，班群教師協同教學，可促進班群教師在「協同教學觀」、「行動研究觀」、「實務理論觀」的改變。（八）在教學知能方面，班群教師協同教學，可以促進班群教師的「學習領域內容知識」、「學習領域教學知識」、「學習領域課程知識」、「課程設計與教材編選能力」、「教學省察能力」的成長。（九）班群教師協同教學實施歷程中，要避免權力分配的不均、教師時間與精神的過度耗費，否則無法以批判性對話或協同方式，促進彼此的反省與成長。（十）實施班群教師協同教學，「組織文化」、「研究資源」、「大型施教場所」、「〝他者〞教師」、「熱心家長」是重要的外在影響因素。
關鍵詞：協同教學、行動研究、有效教學

關鍵字

協同教學 ； 行動研究 ； 有效教學

並列摘要

This research focused on a junior high school's social studies teaching team. It delved into how social studies teachers share teach in responsibilities in Ahn-Ahn Junior High School . The data was collected by observations, interviews, reflection journals and document analyses from August 2002 to January 2003. The thesis examined how members of this teaching team cooperate with one another in teaching social study and looked into the difficulties encountered during the implementation along with corresponding strategies and solutions, underlying factors and the changes and growth these teachers experienced after the implementation.
Based on the research findings, the researcher reached the following conclusions: (1) The persistence and professional capacity of the program director is instrumental in the development of the team's teaching collaboration. (2) Both “systematic studies” and “open-house” are necessary for the development of the team's teaching collaboration. (3) In the process members of the team share teaching responsibilities, the team must be given the authority to make adjustments independently and team members must work together as partners of equal standing in order to form a genuine culture of cooperation. (4) The teaching collaboration of the team is an action and research process that involves incessant adjustments. Requirements for a successful teaching cooperation include “the willingness to change”, “support”, “two-way communication” and “positive feedback”. (5) In the process members of the team share teaching responsibilities, the team's “teaching concept”, “personal characteristics”, “cooperation harmony”, “time invested” and “integrated course content” play significant roles as key inherent factors. (6) In order for it to help the team transform new teaching knowledge into teaching actions, “teaching collaboration” must take into account teachers’ teaching attitude, as well as the re-conceptualized meaning of the program and teaching, until these teachers internalize, freely present and flexibly utilize their teaching knowledge. (7) As far as research on actions of teaching collaboration is concerned, the teaching collaboration of the team can help team members experience changes in their view of “teaching collaboration”, “action research” and “practical theory”. (8) As far as teaching knowledge/ capacity is concerned, the teaching collaboration of the team can help team members grow in “knowledge of the content of the area of studies” “knowledge of teaching pertinent to the area of studies”, “knowledge of the program pertinent to the area of studies”, “the ability to design program and select/organize teaching materials” and “the ability to evaluate one's teaching”. (9) In the process members of the team share teaching responsibilities, uneven power distribution and excessive overtime/overwork must be avoided, otherwise it is impossible to encourage each other to evaluate oneself and growth through critical conversation and collaboration. (10) Major external factors affecting the teaching collaboration of the team include “organizational culture”, “research resources”, “large-scale class facility”, “other teachers”(those who are not part of the teacher team) and enthusiastic parents.

Keywords: Team Teaching, Action Research, Effective Teaching

並列關鍵字

Team Teaching ； Effective Teaching ； Action Research

參考文獻

毛連塭（1965）。協同教學的理論與實際。國教之友，16，1-7。

陳木金(2000)。從學校行政系統理論觀點看九年一貫新課程的實施。學校行政雙月刊，7，17-31。

教育部（2001a）。國民中小學九年一貫課程暫行綱要－社會學習領域。台北：教育部。

游光昭（1999）。從「自然與生活科技」領域看協同教學。生活科技教育月刊，10，1。

張清濱（1999）。怎樣實施協同教學。師友，387，43-47。