新北市國民小學綜合活動學習領域教師專業發展之個案研究—以單元教學研究模式為例

Abstract

本研究旨在探討新北市國小綜合活動學習領域教師運用單元教學研究，強化教師教學專業知能的歷程與影響。研究目的如下： 一、探討新北市國小綜合活動學習領域教師單元教學研究的實施歷程。 二、探究新北市國小綜合活動學習領域實施單元教學研究促進教師專業發展的情形。 研究方法採質性研究個案研究法多重個案設計，選取新北市104學年度第二學期進行綜合活動學習領域單元教學研究的二位教師進行深度訪談，輔以參與觀察與文件分析。獲致主要結論如下： 一、新北市國小綜合活動學習領域教師單元教學研究大致遵循著規劃與組織、研究課程與形成目標、設計、實施、檢討教學成效、成果分享的模式運行。 二、新北市國小綜合活動學習領域單元教學研究的特色是教師協同與合作實施的；是實踐導向的改革策略，能直接改善脈絡中的教學；先對焦領域內涵，再聚焦學生學習；在啟動階段導入專家專業引領。 三、新北市國小綜合活動學習領域單元教學研究的實施困難為教師教學信念薄弱、專業教學能力不足、共備時間不夠，及不易形成穩定的綜合活動教師專業學習社群。 四、歷經單元教學研究，二位個案教師專業發展分別在（1）課程：能以更上位的觀點分析教材脈絡，瞭解課程重要概念；（2）研發：能應用學習共同體聆聽、串聯等技巧，提升反思成效，二方面獲得顯著成長。並且二位個案教師皆會安排伸展跳躍的學習，激發學生潛能，達到卓越性的學習成效。 根據上述結論，本研究提出相關建議以供欲進行綜合活動學習領域單元教學研究的教師及未來相關研究之參考。

The purpose of this study was to explore elementary schools’ teachers using the lesson study model in integrated activity learning area in New Taipei City, to strengthen the course and the influences of teachers' professional competence. The purpose of this study as follows: 1. Explore the implementation of course of teachers who using the lesson study model in integrated activity learning area in New Taipei City. 2. Explore the situation of teachers who using the lesson study model in integrated activity learning area in New Taipei City to improve teachers' professional competence. This research used qualitative several case studies, choosing two teachers who using the lesson study model in integrated activity learning area in New Taipei City at the second semester of the 104 academic year. Data are collected from in-depth interviews, participant observation and document analysis. After analysis, have the following conclusions: 1. Teachers implement the lesson study model in integrated activity learning area in New Taipei City follows the mode of planning and organization, research programs and the formation of objectives, design, implementation, review the effectiveness of teaching, achievement sharing. 2. Features of the lesson study model in integrated activity learning area in New Taipei City includes the following: teachers collaborate in implementing; it’s practice-oriented reform strategy, that can directly improve the context of teaching; focus on the learning areas connotation first, and then refocusing student learning; import expert professional guide during the start-up phase. 3. The difficult to implement the lesson study model in integrated activity learning area in New Taipei City includes the following: teachers' teaching beliefs are weak, the lack of teachers’ professional knowledge and competence, time for collaborative lesson planning is not enough, not easy to found stable integrated activities teachers' professional learning communities. 4. Go through lesson study course, teachers' significant professional development of two cases, respectively (1) Courses: One case can use the more general point of perspective to analysis textbook context to understand the important concepts of curriculum; (2) R& D: Another case can apply listening and making connection that learning community emphasize techniques to enhance the reflection results. And two cases both arrange stretch jump learning, stimulate students' potential to achieve excellence in learning. According to the above conclusion, recommendations for teacher who wants to using the lesson study model in integrated activity learning area and future follow-up studies.