108課綱下國民小學教師實施公開授課之個案研究

Abstract

本研究旨於探究108課綱實施後國民小學教師對於公開授課的政策詮釋、實施歷程、影響因素以及實施成效之經驗。本研究採用質性取徑的多重個案研究設計，依照學校規模、不同地區等條件選取三所國民小學，包含行政端與教師端等共十六位教師。透過半結構式訪談法與文件分析進行資料蒐集、彙整與分析，提出學校實施教師公開授課之結論與建議，以供後續推動或未來相關研究之參考。綜合本研究之發現，獲得以下之結論：一、教師對於公開授課政策詮釋不盡相同，主要關注教師教學與學生學習。二、教育政策引領學校推動，以彈性、多元方式辦理，教師多能完成備課、觀課與議課等歷程。三、影響教師實施公開授課因素眾多，涵蓋政策、學校、教師與學生等層面。四、實施教師公開授課能增進學校正向氛圍以及教師省思，至於對學生學習的影響尚待持續推動才得以檢證。The purpose of this study is to explore the policy interpretation, implementation process, influencing factors, and implementation effects of adopting lesson study for elementary school teachers in the 108 curriculum guidelines. This study utilizes a qualitative approach to multiple case studies and 3 selected elementary schools based on the criteria of scale, region, and other conditions; a total of 16 teachers were selected from the administrative and faculty sides. After conducting semi-structured interviews and document analysis to collect, organize, and analyze data, this study proposed conclusions and recommendations for school faculty regarding implementation of lesson study which provides a reference for subsequent implementation or future studies.The conclusions of this study are summarized as following:1.Teachers have different interpretations of lesson study and mainly focus on the teaching and learning effectiveness of students.2.Education policy leads to school implementation of flexible, diverse methods that allow most teachers to complete class preparations, class observations, and class discussions.3.Many factors affect teachers’ implementation of lesson study; these factors encompass the aspects of policy, schools, faculty, and students.4.The implementation of lesson study by teachers can foster the school's positive atmosphere and teachers' reflection. As for the impact on students' learning, it needs to be continuously promoted before it can be verified.