國民小學教師專業學習社群與團體動力對創意教學關係之研究

A Study on the Relationships among Teachers’ Professional Learning Communities, Group Dynamics and Creative Teaching in Elementary Schools.

何欣怡(Hsin-Yi Ho)

指導教授 ： 周素娥

國立臺中科技大學/管理學群/企業管理系事業經營碩士班/碩士(2011年)

摘要

教育部自2009年開始，推動「教師專業學習社群」，鼓勵教師透過專業學習社群進修，達到精進教學之效果。「教師專業學習社群」是由一群具有共同目標願景的專業教師所組成，藉由團體學習方式，進行省思、探索、合作與分享等活動，精進教學專業素養，進而提升學生學習成效，達到學校整體發展目標。而本研究的目的乃在探討目前教師參與教師專業學習社群，在學校團體運作中，其互動情形之程度，與對教師進行創意教學所產生的影響。
本研究採用問卷調查法，以臺中市國民小學參加教師專業學習社群之教師為對象，發出560份問卷，回收率90%，有效問卷478份。以SPSS12版進行敘述統計、單因子變異數分析、皮爾森積差相關分析與迴歸分析，其研究結論如下：
1. 教師專業學習社群、團體動力與創意教學彼此間互有正相關。教師專業學習社群程度越強，團體動力與創意教學程度越高；團體動力程度越佳，創意教學程度越高。
2. 社群類別以「專業發展主題社群」具有較顯著的溝通互動；「學校任務社群」具有較佳的教學課程設計。社群運作次數以一學期「7次以上」與「6次」具有較顯著的團體動力與創意教學程度。社群規模以「7-10人」具有較高程度的教學課程設計與教學資源運用。社群最有效的聚會方式以「小組討論」的團隊支持程度最高。
3. 教師專業學習社群與團體動力會影響教師的創意教學，其中以「系統思考」與「團隊支持」層面，對創意教學有顯著影響。表示提升教師團隊教學能力、增進教師間互動關懷與團體回饋，培養全面性思考、及全方位統籌能力的學習，是教師專業學習社群中促進教師創意教學不可獲缺的歷程。
根據以上結果，本研究對教育主管機關、學校行政及教師提出具體建議，供臺中市國民小學成立教師專業學習社群之參考。

關鍵字

學習社群 ； 教師專業學習社群 ； 團體動力 ； 創意教學

並列摘要

Since 2009, the Ministry of Education in Taiwan has been promoting ”Teaching Professional Learning Community (TPLC)” to encourage teachers to improve their teaching skills. TPLC is formed by a group of teachers who have the same goals to enhance their teaching proficiency. Throughout activities as group learning, self-examination, exploring, cooperation and sharing, TPLC intend to stimulate students’ learning motivation and ultimately reach school’s well-rounded vision. This research mainly focuses on the interactions between teachers in the same communities and on the influences on group dynamics and creative teaching.
The subjects of this study are elementary school teachers who have participated teachers’ professional learning community in Taichung City. A survey questionnaire method was adopted in this study. A total of 560 questionnaires were sent out with a 90% response rate and 478 valid copies were collected and analyzed. The collected data were analyzed using descriptive statistics, one-way ANOVA, Pearson product-moment, and stepwise multiple regression analysis. The following is the summary of the conclusions:
1. There is a significant positive correlation among teacher’s professional learning community, group dynamics and creative teaching.
2. Professional development topic of community category has a positive impact on Communication and interaction of group dynamics. School mission community has a positive impact on curriculum design of creative teaching. The operating frequency in “six times per semester” and “seven times per semester” has significant influences in group dynamics and creative teaching. “Seven to ten people” of community scale has a positive impact on curriculum design and teaching resource using of creative teaching. Group discussion of community is the highest level in the meeting styles of community category.
3. Teachers’ professional learning community and group dynamics have significant impacts on improving creative teaching in elementary school teachers particularly in enhancing their “team support” and “systems thinking”. Thus, they are the most important processes in promoting creative teaching. They can improve teacher’s teaching efficiency and increase the interactions as well as group feedbacks among teachers and to cultivate teachers’ systems thinking and abilities.
Based on the conclusions, this study has proposed some suggestions to the educational administration institutions, elementary schools and teachers. It can also be a reference for future studies in this field.

並列關鍵字

learning communities ； teachers’ professional learning communities ； group dynamics ； creative teaching

參考文獻

林棟樑、秦屹安、陳俊佳、紀泓志、張夏芳等人(2008)。創意校園多元教學邁向永續—以乾華國小為例。臺灣教育，653，2-7。

林劭仁(2006)。專業學習社群運用於師資培育自我評鑑之探究。中正教育研究，5-2，79-111。

吳清山(2003)。知識經濟與教育發展。臺北市：師大書苑。

張新仁(2005)。學習與教學新趨勢。臺北市：心理。

張德銳、王淑珍(2010)。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41（1），61-90。