桃園縣國民中小學實施教學視導之研究－以「優質教學研討會」為例

A study of execution of teaching methods development in Taoyuan primary and junior high schools—using “quality teaching seminar” as an example

戴進明(Gin-Min Dai)

指導教授 ： 游進年

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2003年)

摘要

本研究旨在探討桃園縣國民中小學實施「優質教學研討會」教學視導的實際情形。首先係了解中壢、楊梅地區教師對「優質教學研討會」教學視導之看法，其次則分析視導區學校辦理「優質教學研討會」協助教師教學反省之情形，再其次則比較不同學校辦理「優質教學研討會」的差異情形，最後是探討學校實施「優質教學研討會」的實際與挑戰。
本研究兼採文件分析、參與觀察並輔以訪談進行交叉檢視，所得量化資料進行平均數、百分比、t考驗、單因子變異數分析，並實施質性資料之歸納整理。
本研究結論如下：
一、教師對優質教學研討會的看法：（一）教師認為優質教學研討會教學視導，可以促進教師教學經驗的交流及分享，並藉由研討會來反省並改進教學技巧；（二）教師參與優質教學研討會，能達到同儕視導的功能，協助教師省思自我的教學情境，並反思自己的教學設計；（三）教師經由優質教學研討會的反省、對話，能協助教師建立自我的實踐智慧，並將理論化的知識在個人化的教學中驗證。
二、優質教學研討會的實際辦理情形：（一）優質教學研討會不是評鑑教師教學的好壞，係提供教師教學反省的行政服務；（二）優質教學研討會改進傳統的教學觀摩，是教師合作、協同反省的機制；（三）教師參加優質教學研討會教學演示，是一種自我的挑戰，可以提升自已的教學能力。
三、優質教學研討會協助教師教學反省的差異情形：（一）優質教學研討會協助教師教學反省所呈現之多元現象，與教師對觀察工具的了解與使用情形有關；（二）學校行政協助教師教學反省所呈現之差異情形，與教師的意願與觀念有關；（三）學校辦理「優質教學研討會」協助教師教學反省，國小教師的知覺情形高於國中教師。（四）校長協助教師教學反省的情形，呈現被動與主動的差異現象。
四、優質教學研討會協助教師教學反省之實際與挑戰：（一）學校需排除教師的疑慮，改進影響優質教學研討會辦理的相關因素，協助教師建構同儕學習的學校文化；（二）校長參與優質教學研討會是回歸到課程與教學領導者的角色；（三）錄影是教學反省歷程中一個很好的途徑，能協助教師了解自己的教學模式、師生互動，讓老師做更深層的教學反省。
本研究建議如下：
一、對教育行政機關的建議，包含秉於專業分工需要，檢討教學視導形式；建立督學進修機制，型塑督學專業形象等六項。
二、對學校教學視導的建議，包含建構不流於形式、能協助教師教學反省之學校視導制度；鼓勵各學年或各領域擇期辦理「優質教學研討會」等七項。
三、對教師的建議，包含要求教育行政秉於專業分工，建立能協助教師教學反省之視導制度；秉於教學專業，協同同儕進行教學反省等四項。
四、對未來的研究建議則包含研究對象及研究方法的建議等兩項。

關鍵字

優質教學研討會 ； 教學反省 ； 教學視導

並列摘要

This research aims at analyzing the result of “quality teaching seminar” discussing teaching methods development and experiment in Taoyuan primary and junior high schools. It focuses on the following dimensions:
(1)understanding the ideas and opinions of “quality teaching seminar” from teachers in Changli, and Yanmei districts.
(2)helping teachers in the experimental schools of “quality teaching seminar” submitting their suggestions.
(3)comparing the difference among schools executing “quality teaching seminar”.
(4)discussing the difficulties and challenge of conducting “quality teaching seminar” among all schools.
This research methods include document analysis, on-site observation involvement, and in-depth-interview. 645 questionnaires from 645 teachers of 73 schools in academic year of 2001 attending “good-quality teaching seminar” in academic year of 2001 to 2002 in Changli, and Yangmei districts were analyzed. The raw data was administered by SPSS10.0 for Windows. In addition, 3 principals, 1 chief director, 6 teachers were interviewed by means of semi-structured interview style.
The conclusions of this research are as follows:
1.Teachers consider the experiment and development of “quality teaching seminars” is very important for the improvement of teachers’ professional teaching skill and promoting the exchange and sharing of teachers’ lecturing experience, and improving teaching skill via the seminars.
2.Teachers attending the “quality teaching seminar” can witness and share different new ideas from other teachers in addition to reviewing and appraising on each items discussed among all teachers, and help teachers design their own teaching patterns.
3.Teachers mostly support that the “quality teaching seminars”, should be held semester.
4.After the schools are responsible for holding, and planning the “quality teaching seminars” of each category, and age group, the teachers can review through the discussion in the seminars. The biggest achievement is for the teachers to inspect their own teaching patterns, and understand their own drawbacks, and strengthen their teaching profession, and apply their knowledge and teaching theories on individualized teaching styles.
5.Though the teachers highly confirm the efficiency of the “quality teaching seminars”, the schools still need to diminish the teachers’ doubt, and improve the related factors affecting the “quality teaching seminars”, and establish a school culture for teachers to learn among colleagues.
6.The ways for assisting the teachers to review their own teaching skills are composed of multi-directions.
7.The schools use administration resource to help the teachers distinguishing the differences among all teachers’ teaching styles.
8.The principals help the teachers telling the differences among all teachers’ teaching styles.
9.The “quality teaching seminars” were not aimed at appraising whether the teachers are excellent or not, but at helping the teachers review themselves by offering administration resources.
10.The way to improve traditional teaching seminars by holding the new “quality teaching seminars” is the best mechanism for cooperation and review.
11.It is a challenge for the teachers to improve their own teaching skills by attending the “quality teaching seminars”.
12.Video-recording is highly recommended for reviewing teaching skill and can help the teachers understand their own teaching patterns, and help improve the mutual reaction between the teachers and students and help the teachers gain further review.
The suggestions of this research are as follows:
1. The suggestion for education administration institutions: (1) The teaching seminars shall be reviewed by respecting the professional skill of each field. (2) The mechanism of promoting the teachers to re-educate and the professional image of improving teaching skills shall be established. (3) The experiment and development of teaching seminars shall be established for promoting the teachers to learn teaching skills among colleagues. (4) The teachers are encouraged to learn from their colleagues and to review and improve their own teaching skills. (5) The experiment and development of the teaching seminars shall be employed to improve the teachers’ professional teaching skill.
2. The suggestions for the schools assisting the teachers review their own teaching patterns: (1) It is necessary to establish a practical, and useful “learning-among-colleagues” environment benefiting the teachers’ professional skill growth. (2) The teachers of each age group are encouraged to attend the “quality teaching seminars”. (3) It is necessary to choose a proper timing for holding the “quality teaching seminars” to avoid wasting of administration resource. (4) The teachers are encouraged and assisted to establish teaching history files. (5) The teachers are encouraged to invent new teaching skills. (6) The video-recording shall be employed to assist the teachers review their own teaching. (7) The principals shall act as leading roles by attending the “good-quality teaching seminars”.
3. The suggestions for the teachers: (1) The professionalism of each teaching category shall be respected for assisting the teachers to review their own teaching skills. (2) The teachers shall learn teaching skills among their colleagues under the principles of professional teaching. (3) The teaching portfolios shall be established for promoting professional teaching skills. (4) The teaching patterns composed of multi directions shall be established for cultivating the students ‘various abilities.

並列關鍵字

Quality teaching seminar ； Reviewing teaching skill ； Teaching methods experiment and development

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