台北市生活科技教師於課程演進過程中專業成長歷程之研究

Abstract

本研究目的在探討國中生活科技教師在課程演進過程中專業成長之歷程，包含生活科技教師專業成長之歷程及因應措施。研究方法採多重個案方式，以半結構訪談問題進行深度訪談，研究對象選取任教過工藝、生活科技以及自然與生活科技課程的合格生活科技教師。資料搜集完畢後，依研究主題整理並分析訪談，得到結論如下： 一、生科教師在課程演進中專業成長之歷程 (一) 教師的專業成長歷程可以歸納出以下階段：(1) 發現新舊課程的差異；(2) 確認教學狀況及專業程度；(3) 進行專業成長活動；(4) 專業成長調適；(5) 穩定適應教學；(6) 專業成長趨緩。 (二) 生科教師的專業成長歷程受到以下影響：(1) 專業內容；(2) 課程差異；(3) 專業成長規劃；(4) 專業成長困境；(5) 教學困難；(6) 專業成長方法；(7) 有效的成長；(8) 能力提升。 二、生科教師在課程演進中進行專業成長之因應措施 (一) 教師專業成長之因應措施為依需求選擇專業成長方法、依學生需求選擇教材、充分應用各種教學資源、多元的成長資訊來源。 (二) 不同課程階段的因應措施差異為學位進修動機、成長團體利大於弊、教科書及課程創發的參與。This study aims to study the professional growth of living technology teachers of junior high, including the process and coping measures, during curriculum evolution. Multiple cases were examined through semi-structured in-depth interviews. The subjects were selected from living technology teachers who have taught industry art, living technology, and science& living technology courses. The collected data were organized and analyzed with the following conclusions: 1. Living technology teachers’ professional growth process: (1) The process of teachers’ professional growth involves the following stages: (a) discovering differences between new and old courses; (b) confirming teaching conditions and levels of professionalism; (c) engaging in professional growth activities; (d) adapting to professional growth; (e) adapting to the course; and (f) the deceleration of professional growth. (2) The process of professional growth is affected by: (a) professional content; (b) course differences; (c)professional growth plans; (d) difficulties in professional growth; (e) teaching difficulties; (f) approaches to professional growth; (g) effective growth; and (h) ability improvement. 2. Living technology teachers’ coping measures in professional growth: (1) The coping measures for professional growth include: choosing approaches based on practical needs, selecting teaching materials according to students’ needs, making sufficient use of various resources, and having access to growth information from multiple sources. (2) The differences in coping measures for different curriculum stages are: motivations for pursuing a degree in advanced learning; the growth team having more advantages than disadvantages; participation in textbook and course development.