國民中學學習領域召集人領導教學團隊之經驗歷程研究

韓桂英

指導教授 ： 王秀玲博士

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(2006年)

摘要

本研究旨在探討九年一貫課程實施後，學習領域召集人應具備的特質與能力、觀念與態度、角色與任務；並實際瞭解召集人領導教學團隊的經驗歷程，分析學校主管提供各學習領域的行政配套措施。期能提供有心推動學習領域小組優質發展之學校校長、主任，及有機會擔任學習領域召集人的教師，未來領導教學團隊時的參考。
　為達成研究目的，研究者以臺北市國民中學包括語文（含國文、英文）、數學、自然與生活科技、社會、綜合活動、藝術與人文、健康與體育七大領域八大科目中，具有優異專業表現能力，並具備課程領導知能的學習領域召集人代表共八人，進行個別訪談或實際參與觀察；同時邀請八位教師學校主管進行焦點團體訪談。經訪談、觀察資料整理、分析及討論後，提出結論及建議。

本研究發現：
一、學習領域召集人如能陶育良好的人格特質，培養正向的觀念，並善盡自己的角色任務，帶領教學團隊時自然能夠獲得成員的信服。
二、教師樂於扮演領域召集人的工作角色，嘗試經驗豐富、多元的課程領導歷程，即可為學習領域開拓新的發展契機。
三、為建構優質教學團隊，學校主管應提供有利於領域運作的行政配套措施，協助推動課程與教學革新，並發展教師專業評鑑。
四、領域召集人領導教學團隊能否成功，校園文化氛圍、個人特質及動力、資源提供情形、人員配合程度、制度建置執行等皆影響因素。

基於以上結論，提出下列建議供學習領域召集人、學校主管、教育行政主管機關及未來從事研究者參考：
一、對學習領域召集人之建議
（一）與學習領域成員組成合作學習小組，加強夥伴互助分工的關係，形成教學成長團體。
（二）擴增個人課程與教學專業知能，拓展服務他人的視野及機會，陶養領導者的風範及特質。

二、對學校主管之建議
（一）學校主管形塑人性化的領導風格，以建構有利於各學習領域課程發展、教學革新之學校情境。
（二）學校主管能尊重教學團隊的專業經驗，以具體行動支持「教師彰權賦能」理念，並提供教學相關資源。

三、對教育行政主管機關之建議
（一）提供有利於學習領域召集人領導教學團隊之相關培訓及研習制度，以增進校際間的經驗交流，提升承擔領域事務的使命感。
（二）為領導教學團隊具有成效的學習領域召集人規劃「學校教師課程領導專業證照」，期能給予有志於學習領域整合工作的教師更多實質的鼓勵。
（三）檢討並修正學習領域召集人運作教學團隊相關的規章制度，如制定擔任學習召集人合理的授課時數；制定獎勵學習領域研發創新課程的實施要點；制定激勵教師參加專業評鑑的相關規定等。

關鍵字

學習領域召集人 ； 教學團隊 ； 經驗歷程

並列摘要

The purpose of the present study focused on exploring personal attributes and abilities including role functions and responsibilities of the study-field organizers, gaining practical understanding of the experiences from the teaching team of organizers, and analyzing accommodations provided by the school administrators in each study area after the implementation of the nine years compulsory education policy. The implication of the present study is to provide the principles, directors, and teachers with the potential to be study-field organizers from high performance schools interested in promoting study-field teaching teams with major references for their future work.

In order to achieve the study goals, the researcher selected a sample of eight-subject organizers belonging to seven fields that have demonstrated professional capabilities and curriculum skills in the areas of language (both Chinese and English), mathematics, natural and life technology, social science, extra curriculum activities, arts and humanity, health and physical education from the Taipei municipal junior high schools and had them subjected to intensive interviews and participant observations. A focus group interview consisting of the administrators from the organizers’ schools was conducted at the same time. After the data gathered from the interviews and observations were recorded, analyzed, and discussed, conclusions and suggestions were drawn.

Based on the research findings, conclusions are presented as follows:
1. If the study field organizers were able to cultivate good personal character, develop positive orientation, and do to the best of their capabilities in fulfilling their role expectations and responsibilities, they will gain confidence from their members naturally when they lead the team.
2. Teachers who are willfully to play the role as organizers and are interested in experimenting multiple curriculum approaches will be more able to create new development opportunities for the study areas.
3. In order to built high performance teaching team, the school administrators must provide accommodations that are conducive to the study areas operations, assist in promoting innovations in curriculum design and teaching, and develop professional assessment for teachers.
4. In sum, the success of the teaching teams and the study-field organizers is contingent upon the atmosphere of the campus culture, personal attributes and momentum, accessibility to resources, and institutional policies and implementations.

Derived from the conclusions aforementioned are suggestions to the study-field organizers, school administrators, and education administrative institutions as references in their future studies.
1. Suggestions to the Study-field Organizers
a. Form cooperative learning groups among members in each study field, and enhance division of labor and mutual dependency among the peers to help the learning team grow.
b. Expand professional cognitive skills in personal teaching and curriculum, broaden ones vision and opportunities in helping others, and cultivate leadership style and character.
2. Suggestions to the School Administrators
a. Promote humanistic leadership character among school administrators and create a campus atmosphere that is conductive to curriculum development in the study areas and implementation of innovative teaching.
b. Respect professional experiences of the teaching team, support and empower the teachers through concrete actions, and provide resources pertinent to teaching.
3. Suggestions to Education Administrative Institutions
a. Sponsor trainings and institutional seminars for members of the teaching team to increase opportunities of exchange in experiences among the schools and elevate their sense of responsibilities in the mission.
b. Establish certification standard and procedures for Professional Leadership in Teaching and Curriculum for School Teachers to provide tangible rewards and encouragement to those committed to the integrative approach in area studies.
c. Evaluate and revise the institutional regulations for the study-field organizers in the teaching team through publication of The Manual of Leadership in Study Fields, establishment of standard teaching hours for the participating study-field organizers, general guidelines for rewarding the implementation of new innovative curriculum in the study areas, and guidelines for encouraging teacher participation in professional assessment.

Key Words: Study Field Organizer, Teaching Team, Working Experiences