我國高中生活科技教師專業評鑑指標之研究

Abstract

本研究旨在探討我國高中生活科技教師專業評鑑指標之建構，主要目的有四：（一）探討高中生活科技教師之專業能力。（二）建構高中生活科技教師專業評鑑指標。（三）分析高中生活科技教師專業評鑑指標之相對權重。（四）綜合研究結果提出具體建議，提供相關單位作為評鑑高中生活科技教師之參考。 本研究以文獻分析法、德懷術（Delphi Method）與階層分析法（Analytic Hierarchy Process，AHP）為主要之研究方法，研究結果發現，我國高中生活科技教師專業評鑑指標包括「科技教學規劃與實施」、「科技教室規劃與經營」、「科技人才培育與輔導」、「科技專業發展與態度」等四大層面，以及科技教學規劃、科技教學策略、科技教學評量、科技教室規劃與佈置、科技教室經營與管理、科技人才培育、科技人才輔導、科技專業發展、科技專業態度等九個向度，九個向度底下共包括38項評鑑指標。在相對權重部份，四大層面依比重高低排序為「科技教學規劃與實施」、「科技教室規劃與經營」、「科技專業發展與態度」、「科技人才培育與輔導」層面。由整體向度之重要性排序，「科技教學實施」向度之重要性居於九個向度之冠，其次是「科技教學規劃」向度，第三為「科技專業態度」向度。 依據研究結論，本研究對未來指標應用、高級中等學校、教育行政機關，以及後續研究提出相關建議。

This study was aimed at exploring the construct of professional evaluation indicators for the senior high school Technology teachers in Taiwan. The main objectives of this study were shown as follows: Firstly, to review the related literature and theory, inside and/or outside Taiwan, about the teachers’ professional competency. Secondly, to review the current teachers’ professional evaluation mechanism, inside and/or outside Taiwan, in order to construct the professional evaluation indicators for the senior high school Technology teachers in Taiwan on the basis of literature review. Thirdly, to analyze the relative weight of professional evaluation indicators for the senior high school Technology teachers in Taiwan. Fourthly, to present the recommendations to the application of the evaluation indicators, the senior high schools, the education administrators, and further studies. The main methods applied in this study were literature analysis, Delphi method and Analytic Hierarchy Process . The result of this research showed that there were four main domains：Technology instruction planning and implementing, Technology laboratory planning and management, Technology talent cultivate and guidance, and Technology professional development and attitude. Under these four domains, there are nine dimensions: Technology instruction planning, Technology instruction implementing, Technology instruction evaluation, Technology laboratory planning, Technology laboratory management, Technology talent cultivate, Technology talent guidance, Technology professional development and Technology professional attitude. Under these nine dimensions, there includes 38 indicator items. Based on the study’s conclusions, the researcher presents the recommendations to the application of the evaluation indicators, the senior high schools, the education administrators, and further studies.