校本課程評鑑脈絡中教師知識之研究

A Study of Teacher Knowledge in The Context of School-Based Curriculum Evaluation

李姍靜(Li Shan-Jing)

指導教授 ： 卯靜儒

國立臺灣師範大學/教育學院/課程與教學研究所/碩士(2021年)

https://doi.org/10.6345/NTNU202101027

摘要

本研究的教師知識是坐落在以校為本的有機環境中，以一所學校課程發展與評鑑的實務作為背景，旨在探究校本課程評鑑的脈絡下，教師展現什麼樣的教師知識，以及教師如何運用其專業知識來重新理解課程問題並改進課程。本研究以個案學校的兩位彈性學習課程授課教師為例，資料蒐集以訪談教師為主，會議參與式觀察與課程文件分析為輔，藉由教師回溯經驗的方式，探究教師在校本課程評鑑過程中所展現的教師知識。研究結果發現：一、校本課程評鑑有助於擴展教師在課程方面的專業知識，包含：教師知道課程目標校準學校願景的重要性；教師需在課程組織上取得目標、內容、活動與評量之間的一致性；同時教師也開始看到學校課程縱向銜接與橫向統整的問題。二、校本課程評鑑促進教師之間知識流動，而知識的流動有益於教師專業發展。三、校本課程評鑑呈現的課程問題隱含了教師、行政和學校整體在知識上的斷裂，未來若是能加以處理，則校本課程評鑑更能提升整體學校課程發展。

關鍵字

教師知識 ； 校本課程評鑑 ； 校本課程發展

並列摘要

Teacher knowledge in this case study is located in the organic situation and in the context of practice of school-based curriculum development and evaluation. This study aims to explore what kind of teacher knowledge is demonstrated in the process of school-based curriculum evaluation(SBCE), and how teachers help themselves to re-understand and improve their curriculum.
Two junior high school teachers who teach different kind of alternative curriculum are selected. Data collection includes interviews with teachers, participant observation of school meeting, and analysis of curriculum document. The findings are as follow: (1) SBCE helps teachers develop professional knowledge in curriculum, including teachers know the importance of alignment between curriculum goals and school vision; teachers need to keep the coherence among curriculum goals, content, activities and assessments when organizing the curriculum; and teachers find out the issues of vertical articulation and horizontal integration in the school-based curriculum. (2) SBCE promotes the exchange of knowledge among teachers, and this will benefit the professional development of teachers. (3) SBCE shows the school curriculum issues and implicates knowledge gap of teachers, administrators, and the school. However, it also an opportunity for school to empower its curriculum development through SBCE.

並列關鍵字

Teacher Knowledge ； School-Based Curriculum Evaluation ； School-Based Curriculum Development

參考文獻

周淑卿（2004）。教師的課程知識內涵及其對師資教育的意義。課程與教學季刊，7（3），129-142。

鄭明長（2005）。教師實務知識與專業成長。教育科學期刊，5（2），126-137。

簡紅珠（2002）。教師知識的不同詮釋與研究方法。課程與教學季刊，5（3），1-16。

中文部分

卯靜儒、李姍靜、鄭淑惠、林君憶（2020）。我們需要怎樣的課程評鑑？台灣教育雙月刊，722，47-57。