本研究旨在了解嘉義市國中綜合活動領域教師參與《精進教學計畫》與專業發展的關係,研究者採用質性研究,透過文件分析及訪談,選取嘉義市六位國中綜合活動領域教師做為研究參與對象,藉以瞭解教師參與《精進教學計畫》對其教師專業發展的影響。 本研究的目的如下:1.瞭解嘉義市國中綜合活動領域教師對輔導團功能與意義的看法;2.分析《精進教學計畫》在課程規劃與內容、實施方式以及授課講師等三方面執行結果;3.探討嘉義市國中綜合活動領域教師參與《精進教學計畫》看法與建議;4.探究《精進教學計畫》對嘉義市國中綜合活動領域教師在課程知能、教材與教學資源知能、教學知能與多元評量知能等方面專業發展情形。 本研究發現得出如下結論: 一、教師對於輔導團的功能與意義都是持正向、肯定的看法。 二、《精進教學計畫》課程規劃符應教育部的政策及課程的延續性與實用性、課程內容較偏重教學知能;實施方式以工作坊及實作為主;授課講師則以教學輔導團員及教學現場教師居多。 三、教師參與《精進教學計畫》的動機與看法:教師參與的動機都是較主動的、課程具有實用性、有助於教師學習他人經驗、吸收教育新知與精進教學能力;教師對《精進教學計畫》的建議與執行結果分析大致是一致的。 四、《精進教學計畫》可促進教師課程知能的專業發展,但在規劃課程能力方面尚待提升;可提供教師豐富的教學資源,但在教材選用與評鑑待加強;可提高教師教學知能的專業發展,但在探索體驗省思課程的提問技巧還要再更精進;可增長教師多元評量知能的專業發展,但在檔案評量的實際應用須加強。
The purpose of the study is to investigate the relationship between the participation in “Programs for Teaching Enforcement” of junior high school teachers of integrative activity in Chiayi City and their professional development. This study adopted the method of qualitative research, including documentary analysis and interview. Six junior high school teachers of integrative activity in Chiayi City were chosen to join the research to understand the effect of teachers’ participation in “Programs of Teaching Enforcement” on teachers’ professional development. The goals of the research are listed below. First, understand the opinions of junior high school teachers of integrative activity in Chiayi City towards the function and the meaning of the Compulsory Education Advisory Group. Secondly, analyze the results of curriculum planning and content, ways to carry out the programs, and the guest lecturers for “Programs of Teaching Enhancement”. Thirdly, investigate the opinions and suggestions from the teachers who participated in the program. Fourthly, investigate the effect of “Programs for Teaching Enforcement” on teachers’ knowledge of curriculum, teaching materials and resources, teaching ability and multiple assessment. The conclusions of the research are as follow: 1.Teachers held a positive view towards the function and the meaning of the Compulsory Education Advisory Group. 2.The curriculum planning of “Programs for Teaching Enhancement” corresponded to the policy of Ministry of Education and the sustainability and the feasibility of the curriculum, while the content of the curriculum emphasized teaching knowledge and ability. The ways to carry out the programs were mainly through workshop and practical work. The speakers were mainly teachers from advisory groups and the school. 3.According to teachers’ points of view, teachers’ motivation for participating in the programs was high. The curriculum was practical, helped teachers learn from others and absorb new educational knowledge, and enhanced their teaching ability. Teachers’ suggestions towards the programs were similar to the analysis of the result. 4.“Programs for Teaching Enhancement” could help facilitate teachers’ professional development of curriculum knowledge, but its’ influence on the ability of planning curriculum was not very obvious. It could provide teachers with abundant teaching resources, however, teachers’ ability to select and evaluate teaching materials still needs improvement. It was helpful in the teachers’ professional development in teaching, whereas their skills of asking questions and reflecting on adventurous education should be enhanced. Teachers’ professional development of multiple assessments could be elevated by the programs, however, the practical use of portfolio assessment was not so popular.
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