國民小學低年級教師學習社群長期發展之研究

A Learning Group Composed of Lower-grade Elementary School Teachers

陳淑珍(Chen Shu Chen)

指導教授 ： 洪志成博士

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

之學習社群指個案學校從九年一貫課程政策開始後十年來，均在低年級服務的一群老師組成。本研究藉由質的研究，採取訪談與會議資料分析等方式，探討個案學校低年級教師學習社群的發展歷程和如何存續之因素。十位同學年的低年級老師參與本研究。根據上述研究目的與方法獲得以下結論；
一、低年級有完整的時段可做教學準備，個案學校善加利用此優勢安排學習
進修課程，讓低年級老師定期聚會討論、分享、觀摩等策略以追求教學精進
和專業發展。
二、個案學校教師職務分配採積分制，讓教師在熟悉年段且成員組合穩定下專業成
長，促進成員對社群的認同感和歸屬感。
三、個案學校學年主任產生方式採輪流制，增進教師領導力，也使社群得以延續。
四、願意學習、樂於合作的人格特質是低年級學習社群最大的特色。
五、學校本位課程與教師專長相互搭配，促學習社群教師增能，學生進行快樂有效
的學習。
六、社群活動面臨校園危機，成員間互相支持、進行反思，凝聚社群。
七、社群成員面對親師衝突，成員間彼此信任、勇於溝通，獲得成長。
八、班親會的成立和功能有助於低年級教師班級經營。
九、加入教專式的精進教學學習社群再現低年級學習社群的生命力和影響力。
基於本研究的發現和結論，文末針對學校行政單位、學校參與教師，提出相關
建議。

關鍵字

教師專業 ； 本位課程 ； 學年主任 ； 學習社群

並列摘要

The learning group studied in this project consisted of a group of teachers teaching lower grades at the case school for 10 years after the adoption of a uniform nine-year curriculum. This study employed qualitative research methods, and analyzed data obtained from interviews and meetings to investigate the process of development of this learning group consisting of lower-grade teachers and the factors that enabled it to continue. Ten lower-grade teachers participated in this study during the same academic year. In light of the foregoing research goals and methods, the following conclusions were obtained:
(1) The lower groups provide unbroken blocks of time during which teachers can prepare for classes. The case school made good use of this time by arranging continuing education classes, which provided lower-grade teachers with opportunities for professional development and improvement of teaching skills through regular group discussions, sharing of experience, and mutual learning.
(2) The case school assigned teachers' duties via a points system, which enable teachers to pursue professional growth while teaching familiar grades with a stable group of colleagues. This insured that members identified with and felt a sense of ownership of the group.
(3) The case school appoints chairpersons for each academic year on a rotating basis, which enables teachers to enhance their leadership skills and has helped to sustain the group.
(4) The salient characteristics of lower-grade learning group members include a willingness to learn and enthusiasm for cooperation.
(5) The school's basic classes meshed well with the teachers' specialties. This enabled the teachers in the learning group to improve their skills, and ensured that students achieved happy, effective learning.
(6) When the group encountered a crisis at the school, members providing mutual support and engaged in mutual brainstorming, enhancing group cohesion.
(7) When group members encounter parent-teacher conflicts, mutual trust between members fosters proactive communication, enabling growth.
(8) Parent-teacher conferences and their functions facilitate class-level management of low-grade teachers.
(9) The adoption of teaching improvement learning groups for specific areas of instruction can reproduce the vitality and influence of the low-grade learning group.
Reflecting the discoveries and conclusions made by this study, the final section of the paper makes recommendations for administrative units and participating teachers.

並列關鍵字

basic classes ； teachers professionalism ； academic year chairperson ； learning groups

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