中學體育教師之理解式教學專業發展

本研究目的:瞭解中學體育教師如何透過專業學習社群，支持他們在學校實施理解式教學，以提供體育教師未來在教學專業發展上的參考。方法:兩位曾參與理解式工作坊之個案教師，透過參與觀察法、半結構式訪談蒐集資料，透過質性多元資料的歸納、比較，分析出研究結果。結果:二位教師皆肯定此教學法，參與專業學習社群後，專業技能及知能逐漸建構中，但主要阻礙面仍在教師對於此教學法之使用較掌握不到要領，如提問技巧及問題品質，理論與實務面連接不起來，或在學生端學習反應不是這麼熱絡等，教師需長時間進行專業發展提升自我能力。結論: 專業學習社群在教師實施理解式教學時給予正向的協助，可支持教師繼續在校進行理解式教學的專業發展。建議: 鼓勵籌組校內或是跨校的理解式教學專業學習社群，並拉長社群時間，運用計畫、實施與反思的程序，進行反思對話和討論，後續研究則仍須針對理解式教學問題情境的設計、提問、以及評量的議題進行探討。

關鍵字

教師專業學習社群；理解式教學；教師專業發展

並列摘要

The purpose of this study was to understand relating to the teachers’ professional development process while implementing TGfU in their schools. Through the professional learning community(PLC) was used as a way of the professional development for teachers to participate in.Two case teachers were willing to participate in this teachers’ profession development. Semi-structured interviews, participant observation, and lesson study were adopted to collect data. Then, the data were analyzed inductively by using constant comparison method.Result : Teachers implement the TGfU approach and situation in their PE class. After joined the PLC,Teacher’s knowledge and professional skill is constructed, but obstruct is the question skill , question quality ,theory and practical can’t variant, and student’s learn ability isn’t upgrade. Conclusion:PLC is good to teacher implement TGfU, and PLC can supported teacher.Advise: We hope to organiz about the TGfU’s PLC in intramural or school by school, and they can discuss, make self-examinatio and conversation. Further follow-up studies, we can discuss about design , question and achievement test in TGfU.