九年一貫課程之協同教學理念與實踐探討

The Principle and Practice Research of Team-Teaching under the Nine-Year Integrated Education Reform

蘇哲賢(Tse-Hsien Su) ； 林盛基(Cheng-Chi Lin)

《大專體育學術專刊》 91年度 (上) (2002/05) Pp. 49-58

https://doi.org/10.6695/AUES.200205_91.0006

摘要

九年一貫課程強調以培養學生具備人文情懷、統整能力、民主素養、鄉土與國際意識以及能進行終身學習的健全國民為其目標。進一步分析，九年一貫課程是以學生為中心、以能力為取向、以生活為主軸的思想觀念，須建立在學校本位課程組織制度架構上，並透過統整課程、彈性課程、創意教學、協同教學與多元評量的技術策略，來堵養學生具備適應生活的關鍵能力。當國家社會邁向民主、多元、開放之際，教育的功能將愈顯重要，教師的價值觀也必須加以重建澄清。而教育改革的理念是，教育權力下放以達學校本位發展、暢通升學管道以發展學生多元智慧、注重適性發展以培養學生帶著走的能力與終生學習的能力，這些不再是一位教師單打獨門所能完成的，因此透過「教學團隊」進行「協同教學」發揮教師的潛能、創意與團體動力，就成了「協同教學」的最佳寫照。合作性、整體性及科際性是後現代課程發展的三個原則，九年一貫課程正符合這種發展趨勢。身為現代教師應對協同教學作深入的了解，同時必須具備執行的能力。有鑑於此，本文針對協同教學的意義與概念做進一步的剖析，探討協同教學的時代意涵與精神，並探究協同教學的模式與實施協同教學所面臨的挑戰與因應的策略。

關鍵字

九年一貫課程 ； 協同教學

並列摘要

The current nine-year integrated education reform sets its goal as to cultivate our students to have cultural background, multi-disciplinary ability, democratic virtue, hometown consciousness, international scope and willingness to learn during their lifetime. Conducting a further analysis, we can find out that this education reform is student-centered and goal-oriented (to solve everyday problems). This reform should build up on the current course framework and bring up students' capability to adjust themselves to the modern world through pedagogies such as integrated teaching programs, flexible course design, creative teaching methodology, multi-functioned assessments and team-teaching. The function of teaching is getting more and more important when the society is moving toward democracy, versatile and openness, while the basic idea of education reform is to return power to the teachers, remove the obstacles in developing further education, let students accept MI (multi-intelligence) theory naturally, and stick to the perseverance of lifetime-Iearning, and all these tasks can't be done by a single teacher. As a result, the idea of team-teaching is crucial to enlighten teachers' potential, creative thinking and teamwork, and it's the best way to fulfill the goal of education reform. The three principles of post-modern course development, they are co-operation, wholeness and multi-disciplinary, which is exactly the right way our education reform should follow through. As a modern teacher, one should have a deeper understanding about team-teaching and the pluck to carry them out. As a result, this article tries to explain the definition, spirit, and mission of team-teaching, as well as apply some team-teaching models. Last but not least, we also develop some teaching strategies to resolve the challenges teachers might confront during team-teaching.

並列關鍵字

the nine-year integrated education ； team-teaching