國民小學教師實施公開授課之研究

本研究旨在探討國民小學教師對於實施公開授課目的、內涵、意見之認知與認同程度、以及實施困境與可行的解決策略，並根據研究的結果，提出具體建議以供參考。本研究以國內國民小學專任教師為研究對象，以自編之「國民小學教師公開授課實施之意見調查問卷」為研究工具進行問卷調查研究，正式問卷總計發出1048份，回收問卷987份，回收率94.18%，有效樣本共859份。問卷回收後分別以敘述統計、獨立樣本t考驗，以及單因子變異數分析等統計方法進行分析。依據研究結果與分析歸納之研究結論如下：一、國小教師對公開授課目的認同達高度知覺度，其中以「瞭解教學技巧」目的之認同程度最高。二、國小教師對公開授課內涵認同達中度知覺度，其中以「公開授課前共同規劃」層面之認同程度最高。三、國小教師公開授課意見認同達中度知覺度，其中以「公開授課活動後授課者的自我反思」意見之認同程度最高。四、不同服務年資、擔任職務的國小教師在公開授課目的之認知程度有顯著差異。五、不同性別、年齡、服務年資、擔任職務、學校規模、學校位置的國小教師在公開授課內涵之認知程度有顯著差異。六、不同性別、年齡、服務年資、擔任職務、學校規模、學校位置的國小教師在公開授課意見之認同程度有顯著差異。七、國小教師對實施公開授課困境的看法主要於教師忙於課務，無充裕時間進行公開授課準備。八、國小教師在教育行政組織對於公開授課可能面臨困難可行解決策略之意見主要於先採取實驗方式，評估改進後，再全面推廣。九、國小教師在學校對於公開授課可能面臨困難可行解決策略之意見主要於鼓勵學年教師共組備課會議，強化學年凝聚力，培養專業知能。十、教師對於公開授課可能面臨困難可行解決策略之意見主要於參與其他人舉辦之公開授課，瞭解運作模式，提升專業意見。本研究根據結論，分別針對教育行政單位、學校、國小教師，以及後續研究者提出若干建議。

關鍵字

公開授課；教師專業發展評鑑；學習共同體；國小教師

並列摘要

The main purpose of this study is to explore the opinions and recognition of elementary school teachers in Taiwan on the implementation of lesson study. The self-compiled questionnaire survey “opinion questionnaire on elementary school teachers of the implementation of lesson study” which has been adopted as the research method in this study and the teachers of elementary schools in Taiwan are picked as subjects of this survey. The research handed out 1048 questionnaires, recovered 987 questionnaires, among which there were 859 questionnaires valid with the availability rate of 94.18%. The data is analyzed by descriptive statistics, independent sample t-test and one-way ANOVA. The findings based on the results of the research are as follows: 1.Teachers have high perception degree toward the purpose of lesson study, especially in learning teaching skills. 2.Teachers have medium perception degree toward the content of lesson study, among them, the level of common planning before lesson study has the highest perception. 3.Teachers have medium perception degree toward the opinion of lesson study, among them, the opinion of the self-reflection of the giving lesson’s teacher after lesson study has the highest perception. 4.Teachers of different seniority and position has significant difference in perception on the purpose of lesson study. 5.Teachers of different gender, age, seniority, position, school size and school location has significant difference in perception on the content of lesson study. 6.Teachers of different gender, age, seniority, position, school size and school location has significant difference in perception on the opinion of lesson study. 7.Teachers busying with the lessons and do not have much time to prepare for lesson study is the main dilemma of the implementation of lesson study. 8.Teachers suggest the educational authorities first to take the experimental mode of lesson study, to assess the improvement, and then comprehensively promote. 9.Teachers suggest the elementary schools to encourage teachers to prepare for the lesson preparation, strengthen cohesion, and develop professional knowledge. 10.Teachers suggest to take part in lesson study held by others to understand the process of lesson study and enhance professional advice. According to the results of this research, we propose some suggestions for the educational authorities, the elementary schools, the teachers of elementary school and the follow-up researchers respectively.