體驗區
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| 篇名 |
教師專業學習社群運作分析之研究：以增進新課綱知能為例
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| 並列篇名 |
A Study on the Operation of the Teacher Professional Development Communities: Taking the Improvement of the Knowledge of the 12-year Basic Education Curriculum Guidel As An Example
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| 作者 |
馮莉雅(Li-Yia Feng)
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| 中文摘要 |
本研究以文件分析和訪談法分析高雄市99個教師專業學習社群，了解社群在增進新課綱知能的運作情形和成效。研究結果包括：一、教師專業學習社群目標重視學生學習和具體運作課程的產出。二、社群的運作緊扣新課綱的教師專業成長措施，惟表現程度隨教育階段減弱。三、固定活動時間和任務的重要性決定社群運作成效。四、行政主導社群不利成員互動。五、缺少核心素養導向課程的知能影響社群發展，三個教育階段的問題各不相同。本研究並據此提出建議，供不同社群規劃參考。
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| 英文摘要 |
The research methods include document analysis and interviews. This study aims to understand how teachers improve their knowledge of the 12-year Basic Education Curriculum Guidelines and their learning effectiveness by investigating the operational and implementation processes of 99 teacher professional learning communities in Kaohsiung. The study results are as follows. First, the goals of the teacher professional learning communities tend to attend to student learning and learning to produce actual curriculum based on curriculum guidelines. Second, the implementation of the teacher professional learning communities are tightly linked to the teacher professional development measures suggested in the curriculum guidelines, and the proportion of the link, however, decreases with educational stages and levels. Third, the routine activity time teachers engage in and the importance of the learning tasks determine the effectiveness of the community operation. Fourth, the administration-led teacher professional learning community is detrimental to interactions among community members. Fifth, the knowledge paucity concerning how core competences are integrated into curriculum influences the growth of community development, and as a result the problems of three educational stages are different.
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| 頁次 |
053-072
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| 關鍵詞 |
十二年國教課綱
、教師專業學習社群
、the 12-year Basic Education Curriculum Guidelines
、teacher professional learning communities
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| 卷期 |
293
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| 日期 |
201809
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| 刊名 |
教育研究月刊
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| 出版單位 |
高等教育文化事業有限公司
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| DOI |
10.3966/168063602018090293004
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