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題名:運用學校本位專業學習社群發展英語課程之個案研究
作者:莊念青 引用關係
作者(外文):Chuang, Nien-ching
校院名稱:臺北市立大學
系所名稱:教育行政與評鑑研究所
指導教授:丁一顧
學位類別:博士
出版日期:2019
主題關鍵詞:課程發展專業學習社群學校本位Curriculum developmentProfessional learning communitiesSchool-based
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本研究旨於探究偏鄉教師如何運用學校本位教師專業發展社群回應新課綱的課程發展。研究方法採質性個案研究,五位偏鄉高中教師以自願方式參與為期一學期共計六次的社群。研究工具為研究者自製之初始及最後訪談大綱。此外,社群的運作方式是以研究者所設計之TOP-A規程。研究結果主要有三部份。第一、教師在進行課程設計之前優先考慮預期學習成效及核心素養,之後教師決定課程主題、發展課程目標、建構精熟表及計畫課堂活動。第二、教師們在決定課程主題時考量教師興趣、學校活動、學生興趣、預期成果、核心素養及執行難易度。此外,分類表、學習內容、長期目標、核心素養及學生能力等因素決定教師的發展課程目標。在建構精熟表時,教師解構課程目標,並以使用分類表來設計焦點學習目標,以設計出友善評量方式及著重課程教學的精熟表。在課程設計的最後階段為規劃課堂活動,教師基於焦點學習目標來尋找資源,提供學生鷹架學習、增加變化及多樣性,並考量學生學習時數及保留空白時間做為未來課程活動的設計。第三、在社群運作時發現四個影響教師在課程改變的元素,分別為主動投入、連貫性焦點、支持合作、及集體學習與共享實作。本研究根據結果提出對未來應用及未來研究之建議,作為後續實務與研究之參考。
The purpose of the research was to investigate how teachers in suburban areas responded to the new curriculum reform through the practice of teacher professional learning communities. The research methodology adopted a qualitative single case study. Five high school teachers in suburban areas voluntarily participated in six PLC meetings within a semester. The researcher devises an initial and a final interview protocol as data collection instruments. As for PLC process, the qualitative researcher devised the TOP-A protocol as a set of materials to implement PLC meetings. The research findings had three main parts. To begin with, the teachers first thought of desired learning outcomes and core competencies in the initial stage of curriculum design process. Later, the PLC team worked on the themes, course objectives, proficiency scales and classroom activities. Second, the PLC team considered teacher interest, school activity, student interest, desired outcome, core competency and simple and easy to do while deciding on themes. They included taxonomy, content, long-term goal, core competency, and student ability when constructing course objectives. Next, the PLC team moved on to develop the proficiency scales, they concretized the target learning goals based on the course objectives, and they used taxonomy to create an assessment friendly measurement for focused instruction. In the last process of the curriculum design, the participants designed the classroom activities based on the target learning goals, finding resources, scaffolding, adding varieties, being able to finish in class, and have flexibility. Third, four components were identified during the PLC process, which resulted in teacher change in curriculum design process: (1) active engagement, (2) consistent focus, (3) supportive collaboration, and (4) collective learning and shared practice. Recommendation for application and future research drawn from research findings were proposed.
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