台北縣國民中學教師團隊學習SWOT分析研究

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台北縣國民中學教師團隊學習SWOT分析研究

A Study of SWOT Model to the Team-learning for Taipei junior-high Teachers

朱有鈺 , Masters　　Advisor：林振春　　

繁體中文

學習型組織；團隊學習； SWOT分析； Learning Organization ； Team-learning ； SWOT

Abstract │ Reference (183) │ Times Cited (7) │ Altmetrics

Abstract 〈TOP〉

本研究旨在了解台北縣國民中學教師團隊學習之實施現況、內部環境及外部環境優缺點，以提供教師團隊學習策略。
為達上述目的編製「台北市國民中學教師團隊學習SWOT分析問卷」實施問卷調查，蒐集相關資料。研究對象以台北縣國民中學之現任教師為範圍，發出四百四十份問卷，回收有效問卷三百九十九份，再分別以描述統計、單因子變異數分析及事後多重比較等統計方法對研究資料進行分析，研究結果如下：
一、台北縣國民中學教師所信仰的團隊學習的理論基礎包括終身教育理念、教育改革理論趨勢以及學習型組織之理論。
二、台北縣國民中學教師認為團隊學習的主要目標為達成教師專業發展、滿足個人學習成長需求以邁向終身學習社會。
三、台北縣國民中學教師認為團隊學習需同時包含教師專業發展課程及教師個人學習需求課程。
四、台北縣國民中學教師團隊學習的內部環境優勢包括滿足教師專業發展需求、硬體資源取得及成員互動良好。
五、台北縣國民中學教師團隊學習的內部環境劣勢為成員個人學習需求未獲滿足、缺乏良好課程規劃及成員參與意願低落。
六、台北縣國民中學教師團隊學習的外部環境機會包括各種有利教師學習的教育政策、社會科技與經濟環境及大眾對教師角色的期望。
七、台北縣國民中學教師團隊學習外部環境威脅為缺乏教育行政單位的配合以及未善用校外學習資源。
八、大型學校之國民中學教師團隊學習內部環境各項因素皆最為不利。
對學校的建議：
一、  設計同時滿足專業發展需求與個人學習需求之教師團隊學習活動。
二、  課程規劃前充分做好需求評估工作，以規劃出符合教師學習需求的課程。
三、  良好的課程規劃以吸引教師主動參與，並能有效達到教師團隊學習目標。
四、  善用內部成員合作意願高，溝通良好且有共同願景的特性，建構一個有助於教師團隊學習的環境。
五、  善用學校內部的硬體資源，不足部分則與社區或其他學習團體共享資源，以彌補經費之不足。
六、  善用科技媒體獲得資訊之便利性，增加教師團隊學習內容的豐富性。
七、  充分發揮教師研習的效能。
八、  以社會大眾對教師角色及期待、家長對團隊之認同，及教師評鑑制度激勵教師主動參與。
九、  教育單位對教師團隊學習建立良好的評鑑管道，以建立國民中學教師團隊學習良好制度。
十、  以實際成果獲得教育行政單位之重視，以利經費之取得。
對教師的建議：
一、 教師皆能體認教育改革趨勢與終身學習浪潮。
二、 教師主動參與教師團隊學習，使團隊學習效能發揮至最高境界。

Parallel Abstract 〈TOP〉

The research is aimed to understand the implementation, merit and defects in inner and outer surroundings by team-learning among current Taipei junior-high teacher.  It also provides learning strategies, results and suggestions for teacher teams in terms of the outcome.
   To achieve the above purposes, the author composes a questionnaire
— “Questionnaire of SWOT Model by team-learning for Taipei junior-high teachers” to assemble the related data. The results come out as follows.
Firstly, the merits in team-learing of inner surronndings are teachers’ content in their profession, access to technological resource as well as interaction with colleagues.
Secondly, the opportunities in the outer surroundings are plenty including educational polices that are beneficial to teachers, anticipation to the role a teacher plays from the public and technological, economic environment in society.
Thirdly, Th factors are not beneficial to teachers in team-learning at large junior high schools.
Suggestions to schools：
   The superiors can arrange available time exclusive of teacher hours for teachers to work in team-learning and provide locations to facilitate a well-found environment. Maintaining good interaction with school teams, controlling the schedule, handling the difficulties, ones may provide necessary assistance to teachers for broadening their knowledge and their talents into fully play.
Suggestions to teachers：
   Teachers are instructors as well as learners in modern society. One may evoke his potential learning abilittes by perpetual study not only generating ceaseless energy but also building self-esteem frome inner impulse. It also helps to upgrade teacher’s teaching qualities

Reference ( 183 ) 〈TOP〉

吳清山(民86)。教育名詞。教育資料與研究,18,61-62頁。
連結：
林永淵(民89)。教師組織之運作與瓶頸。師友,394, 10-18頁。
連結：
徐諶(民89)。許個專業互享的成長據點。師友,394,5-9頁。
連結：
陳文彥（民90）。中小學推動學習型學校之個案研究。國立台灣師範大學教育研究所碩士論文。
連結：
陳美如（民90）台北市立國民中學教師對營造學習型學校的態度及相關因素之研究。國立台灣師範大學社會教育研究所碩士論文。
連結：

Times Cited (7) 〈TOP〉

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