教學視導系統對國中教師教學效能之個案研究

本研究旨在探討教學視導系統對國中教師教學效能之個案研究。本研究採用個案研究法，以觀察、訪談及檢核表方式，蒐集三位接受教學視導之英語教師在教學視導前後對於自我教學效能的檢核情形，進而了解教師教學效能的改變情形，藉以瞭解有效能教學視導規準量表對教師教學效能之影響，並作為學校未來教學視導制度的參考。根據本研究結果得出以下結論 1.學校導入教學視導制度，必須從上到下有效確實執行，使整個制度落實於師生之間。 2.教師與視導者，兩者角色之間應相互信任、尊重、配合、溝通，藉以達到教學視導目的最大效益。 3.學校三位英語教師在接受教學視導後，教學效能上，皆有所提升。 4.透過教學視導進行反思由學習他人教學經驗，來提升教師專業領域的發展。 5.學校在推動教學視導可根據教師在經驗上及不同學科的專業發展上，給予不同視導方式。

關鍵字

教學視導；教學效能

並列摘要

The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers'experience and professional development in different course.