新北市國中文理補習班教師角色與專業能力知覺之研究

Abstract

在過去臺灣的升學制度與社會普遍升學主義思維的影響之下，補習班林立的畫面隨處可見。但在近年全球化的趨勢之下，多元的學習漸受重視，也連帶影響到補習班的生存，因此補習班雖然在每年仍是不斷增加，但註銷的補習班數也有漸增的趨勢。做為仍是許多學生課後學習的選擇場域，補習班雖非正規學校教育，但其教師的良窳除了影響到補習班的存續外，也影響著學生的學習。本文旨在探討新北市國中文理補習班教師，在面對不同對象時自己的角色知覺為何，以及在知覺到自我的角色後，認為哪些教師專業能力是需具備之能力，藉由此了解，以期能對補習班教師的專業能力與學生的學習有所幫助。研究者使用半結構訪談的方式，分別對六位新北市國中文理補習班的教師進行訪談。 研究結果如下：一、教師在角色的知覺上因面對對象的不同有多元的角色知覺，但其中也有相似之處。二、無論教授哪種班種的教師都普遍認為教學技巧是最重要的專業能力，而科目的專業知識則是基本該具備的能力。三、教師在教學過程中會面臨到多樣的挑戰，但教師普遍會以吸收並思考解決方式以克服。四、教師會以同儕學習、自我精進的方式增進自己的專業能力。五、教授小型班種的教師希望補習班提供的協助為提供師資培訓以提升專業能力。六、教授中型以上班種的教師希望補習班提供的協助為學生管理與家長應對，以使自己的課程能順利進行。Under the influence of Taiwan's progression system and the general popularity thinking of the society in the past, the pictures of the tutoring class can be seen everywhere. However, under the trend of globalization in recent years, diversified learning has been paid more and more attention, and it has also affected the survival of cram schools. Therefore, although the cram schools continue to increase every year, the number of cram schools that have been written off has also increased. As a selection field for many students after-school study, the tutoring class is not formalschool education, but the teacher's pros and cons affects the students' learning as well as the survival of the cram school. The purpose of this paper is to explore the role perception of the teachers in the New Taipei City Junior High Cram school Tutors in the face of different objects, and the perception of which teachers' professional competence is necessary after understanding the role of the self. It can help the professional ability of the tutoring class and the students' learning. The researcher used a semi-structured interview to meet six teachers of the cram school in New Taipei City. The results of the study are as follows: First, owing to different subjects that teachers face, they have various roles but similarities on role perception. Second, no matter which type of teacher is taught, teachers generally believe that teaching skills are the most important professional ability, and the professional knowledge of subjects is the basic ability. Third, when encountering the challenges of the teaching process, teachers tend to absorb and think about solutions to overcome challenges. Forth, teachers will enhance their own abilities in a way of self-advancement and peer-learning. Fifth, teachers of small classes hope that the assistance provided by the tutoring classes will provide teacher training to enhance professional competence. sixth, teachers of medium-sized and above-class classes hope that the assistance provided by the cram schools will be used for student control and parental response so that their courses can proceed smoothly.