國小教師知識分享機制之個案研究:以桃園縣某國小為例

本研究在探討國小教師在知識分享的動機、方式、內容、有利條件、困境及解決方式。採用質性取向的個案研究，資料來源為訪談紀錄、觀察記錄與文件檔案。希望從蒐集的資料中，探究國小教師在實際知識分享的情況。本研究結論有:知識分享動機有被肯定與尊重、發揮自己的能力、共同成長、幫助他人、解決問題：知識分享方式則以面對面溝通、讀書會、研習、會議，輔之以書面文件、電子檔案、網路分享；以及觀察他人做法、合作學習。個案學校知識分享主要運用在課程設計與班級經營。至於推動知識分享的有利因素方面包括校園氣氛和諧、校內網路資料庫建立、學習社群成立：推動上的困難為：校內網路資料庫規劃不夠完善、知識分享缺乏整合、無多餘時間分享知識；解決方案可以朝向：做好時間規劃、利用其他管道或課餘時間分享、增購相關設備、利用各種管道進修、調整心態做好知識分享傳遞者工作與提高本身動力。

關鍵字

國民小學教師；知識分享；個案研究法

並列摘要

The goal of this research was to find the motives, methods, contents, advantages, difficulties and their solutions while the elementary school teachers doing knowledge sharing. These quality-oriented cases study applied all information which comes from the notes through visiting, observing records and documentary files. The conclusions of this research included: 1.The motives: to be affirmed and respected, inspired self-ability, grow up together, help others, problems solving; 2. Method: face-to-face communication, case study community, research and study, meeting, documents, electronic files, network sharing; body movements, to observe the practices of others, cooperative learning; 3. Application in curriculum design, and classroom management. 4. The successful factors for implementing a knowledge sharing mechanism include the harmonious atmosphere of the campus, the established campus network database and learning community. 5. The difficulties for implementing include the campus network data library is insufficient, knowledge sharing practice is dispersed, and teachers have no extra time to share knowledge. 6. The improvement solutions are time planning and finding the other channels or after-school time to share, investing facility and equipment, asking different kinds of learning, adjusting the right attitude for making the well-done job of knowledge sharing and self-motivation.