我國高職專業科目教師教學品質指標之建構

Abstract

本研究之主要目的在：(1)探討我國高職專業科目教師教學品質的相關理論與現況。(2)建構我國高職專業科目教師教學品質之指標構。(3)探究我國高職專業科目教師教學品質指標構面之內涵。(4)綜合結論提出我國高職專業科目教師教學品質指標。 為完成上述目的，本研究以文獻探討及德懷術為主要究方法。透過探 討相關文獻及瞭解高職教育的現況，並依此研究者建構「高職專業科目教師教學品質指標」的初步指標。 為具體驗證「高職專業科目教師教學品質指標」項目，本研究進行德 懷術調查法，針對14 位專家學者，透過三次來回的意見諮詢，建構出「高職專業科目教師教學品質指標」。此指標共有51 個項目，分為教學目標、課程設計、教學準備、教材內容、教學能力、教學環境、教學評量與回饋、教師專業能力發展等八個構面。 最後根據研究結果，研究者提出我國高職專業科目教師教學品質指 標，並對我國高職專業科目教師教學品質指標項目與後續研究兩方面提出建議，以供後續研究者參考。The purposes of this study were:(1) to research on theory and the current situation of instructional quality for the professional subject teachers of Vocational High School (VHS), (2) to establish criteria of instructional quality, (3) to investigate criteria of instructional quality connotation, (4) to propose criteria of instructional quality. The methodologies used in this study included literature review and the Delphi Method (DM). Through researching literature and understanding the current situation of VHS, researcher established the preliminary instructional quality criteria for the professional subject teachers of VHS. In order to establish instructional quality criteria for the professional subject teachers of VHS, the three-round DM were conducted and it was used to collect opinions from divergence to convergence by 14 experts consisted of 7 professors, 7 teachers serving in VHS. According to the above processes, the 51 sets of criteria had been produced, and distributed its into 8 domains: 「teaching goal」、「curriculum design」、「teaching preparing」、「subject matter」、「teaching competence」、「teaching environment」、「teaching evaluate and feedback」、 「teachers’ professional growth」. In finally, researcher proposed instructional quality criteria for the professional subject teachers of VHS, and provided some suggestions to follow-up studies in the future.