從共備學科探討馬來西亞華文獨立中學的教師專業發展研究

Abstract

本研究以馬來西亞華文獨立中學為因應董總推行《教育藍圖》的教育改革為背景，探究獨立中學教師有關共同備課之實踐經驗，其在過程中是否實現當初之教育改革目標，並對教師之專業發展，實施困境與挑戰及教師需求等面向，進行分析及提供後續建議。對此，本研究將聚焦於釐清以下四個面向：第一，實施共備學科模式的主要目標為何；第二，馬來西亞華文獨立中學共備學科的推動與執行情況；第三，教師在共備學科歷程中所面臨的挑戰與障礙；第四，受訪教師對專業成長的期待及其觀點。本研究採用質性研究取向，透過訪談法蒐集七位現場不同資歷之教師，其真實經驗與看法，並輔以文件分析法，以獲取共備學科在學校層面的運作機制與相關政策資料。依據本研究目的與問題所得出的結果如下：一、 教師從個人備課備轉變為教師間的共同備課。二、 新晉教師透過參與共同備課增進教師專業。三、 教師之間以共同備課為溝通平台。四、 共同備課缺乏專業推動政策的核心人員。五、 教師面對工作量過多、共同備課時間不足以及需求沒有被滿足等挑戰。根據以上結論，針對獨立中學及董總提出建議如下：一、 短短期透過聯合同地區的獨立中學合作實施共同備課與分擔舉辦活動二、 長期需要加大人力投入，減輕教師負擔。三、 培育核心領導成員以及提供明確清晰指引，以利於獨立中學實施共同備課。This study examines the implementation of collaborative lesson planning among teachers in Malaysia’s Chinese Independent Secondary Schools, set against the background of educational reforms driven by the United Chinese School Committees’ Association of Malaysia（Dong Zong）and its Education Blueprint. The research investigates teachers’ practical experiences with collaborative lesson planning, evaluates the extent to which the original goals of educational reform have been achieved, and analyzes issues related to professional development, challenges in implementation, and teachers’ needs. Recommendations for further improvement are also provided.To achieve these aims, the study focuses on clarifying the following four aspects:1. The primary objectives of implementing collaborative lesson planning.2. The promotion and execution of collaborative lesson planning in Malaysia’s Chinese Independent Secondary Schools.3. The challenges and obstacles faced by teachers throughout the process.4. Teachers’ expectations and perspectives regarding their professional growth.A qualitative research approach was adopted. Data were collected through interviews with seven in-service teachers of varying seniority, complemented by document analysis to understand the operational mechanisms and policy frameworks governing collaborative lesson planning at the school level. Based on the research aims and questions, the main findings are summarized as follows:1. Teachers have shifted from individual lesson planning to collaborative planning among colleagues.2. Participation in collaborative lesson planning has enhanced the professional development of novice teachers.3. Collaborative lesson planning has served as an effective platform for communication among teachers.4. The promotion of collaborative lesson planning lacks dedicated personnel to provide professional leadership and coordination.5. Teachers face significant challenges, including heavy workloads, insufficient time for collaborative planning, and unmet professional needs.Based on these conclusions, the following recommendations are proposed for Chinese Independent Secondary Schools and Dong Zong:1. In the short term, the strategy involves collaborating with independent secondary schools in the same region to implement joint lesson planning and to co-host activities.2. In the long term, it is necessary to increase staffing levels to alleviate teacher workload.3. To facilitate the implementation of collaborative lesson planning in independent secondary schools, it is crucial to develop core leadership members and provide clear, explicit guidelines.