專業學習社群運作之敘事探究— 以一個中等教育階段跨校社群為例

Abstract

本研究以跨校社群為敘事主軸，以敘事研究方法撰寫社群成員的生命故事，透過敘事分析來逐一建立每位成員的鮮明樣貌，並從中把社群成員的經驗再意義化， 以剖析跨校專業學習社群的運作方式。最後，透過 Riessman(1993)的敘事分析過程，綜合整理出跨校專業學習社群的運作特點如下： 一、內部成員的凝聚方式，包含「找到成員共同關心的價值」、「核心人物以信任 串起成員」與「異質性高的成員能拉緊內部連結」。 二、對外產生影響力的方式與原因，「從相同身份、相同理念的人開始影響」、「拉 高位階以擴展影響力的觸及範圍」與「建立個別成員的影響力系統」。 三、應對變革環境的運作策略，「在信任的前提下運用科技快速連結」、「依據情 況來產生分工方式」與「從根本著手展開各種改變」。 根據上述研究發現與結論，提供教育政府機關與教學現場教師建議，並作為後續社群運作參考。

This research takes the inter-school director community as the main narrative, and uses narrative research methods to write the life stories of community members. Through narrative analysis, each member's distinctive appearance is established one by one, and the community members’ experience is re-meaningful. To analyze the operation of the inter-school professional learning community. Finally, through the narrative analysis process of Riessman (1993), the operational characteristics of the inter-school professional learning community are summarized as follows: 1. The cohesion of internal members includes "finding the value that members care about together", "core figures link members with trust" and "highly heterogeneous members can tighten internal connections." 2. The ways and reasons for external influence, "influence starting from people with the same identity and same philosophy", "raising the ranks to expand the reach of influence" and "establishing an influence system for individual members." 3. Operational strategies to respond to the changing environment, "using technology to quickly connect under the premise of trust", "generating division of labor based on the situation" and "fundamentally launching various changes." Based on the above-mentioned research findings and conclusions, suggestions from educational government agencies and teaching site teachers are provided and used as a reference for follow-up community operations.