一所公立國民小學教師文化的轉變－以 108 課綱推動為例
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2022
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在教育改革的過程中，教師時常扮演著重要的角色，足以影響教育改革的成功與否，我國於103年發布十二年國民基本教育課程綱要總綱，並於108學年度開始逐年推展，採取漸進式的方式進行。然而，以目前國小階段而言，正處於新舊課綱交接之際，教師們如何看待校內推動的108課綱，以及在這段過程中，是否會對教師文化產生轉變呢？故此，想透過這次機會鎖定108課綱與教師文化進行研究，探究和描繪教師獨特的文化樣貌以及答案背後的意義。本次研究主要是以北部地區一所國小（化名為滿天星國小）為研究場域，採取質性研究的途徑，透過對六名國小教師和三名家長的個別訪談，並輔以觀察和文件分析，來了解相關人員對校內推動108課綱的看法和108課綱推動前後教師文化樣貌，並找出影響教師文化轉變的重要因素。根據資料發現與討論，本次研究結論如下：一、相關人員對校內推動108課綱的態度，從團體層面是持續推進高度配合，但從個人層面則是帶點保留與觀望的立場。二、教師文化圖像從穩定保守的個人主義轉變成專業導向的合作文化，從感情為重心的關懷轉變成工作為重心的交流。三、教師文化轉型的同時也伴隨著高度的工作負荷、時間壓力、教學內容取捨、同儕交流時間被壓縮與親師教育觀念磨合的問題。四、重視績效與目標導向的行政領導和偏高的教師流動率是影響教師文化轉變的重要因素。五、教師在教學自主上仍保有部分彈性與決定權，但在課程自主上則是受到同儕壓力、家長意見與行政規範的限制。
In education reform, teachers often play an essential role, often arguably decisive for its failure or success. Taiwan announced the “Master Framework for the 12-year Basic Education Curriculum Guidelines” (“108 Curriculum”) in 2014 and gradually deployed it in 2019. However, elementary schools are in a transitional stage. How will elementary school teachers facilitate the 108 Curriculum, and how will it alter teacher culture during this transitional process? Therefore, this study explores the 108 Curriculum and teacher cultures and depicts the unique teacher culture and the meaning behind the answers.This research is primarily based on an elementary school in northern Taiwan (pseudonym for Starry Elementary School) as the research site. It adopts a qualitative research approach through individual interviews with six schoolteachers and three parents, plus observations and document analysis to understand the attitudes and perceptions of stakeholders with regard to the 108 Curriculum and teachers’ culture before and after the 108 Curriculum rollout. The study also explored those critical factors that affect the culture shift. Based on the findings and discussions, the conclusions of this study are as follows:1.From a collective aspect, the stakeholders' attitude toward the 108 Curriculum Implementation is continuously progressing and highly corporative; but from the individual aspect, it’s conservative and wait-and-see. 2.The teachers’ idiosyncrasy transforms from stable, conservative individualism to professional-centric corporative culture; and from emotionally-focused care to work-focused communication. 3.The teachers’ cultural transformation also comes with issues such as high workload, time pressure, choice of curriculum content, compression of peer communication time, and parent-teacher friction around education concepts.4.The critical factors that affect the teachers’ cultural transformation are emphasis on performance, goal-oriented administrative leadership, and a high teacher turnover rate.5.Teachers still retain some flexibility and decision-making power in teaching autonomy, while in courseware autonomy, teachers are constrained by peer pressure, parents' concern, and administrative norms.
In education reform, teachers often play an essential role, often arguably decisive for its failure or success. Taiwan announced the “Master Framework for the 12-year Basic Education Curriculum Guidelines” (“108 Curriculum”) in 2014 and gradually deployed it in 2019. However, elementary schools are in a transitional stage. How will elementary school teachers facilitate the 108 Curriculum, and how will it alter teacher culture during this transitional process? Therefore, this study explores the 108 Curriculum and teacher cultures and depicts the unique teacher culture and the meaning behind the answers.This research is primarily based on an elementary school in northern Taiwan (pseudonym for Starry Elementary School) as the research site. It adopts a qualitative research approach through individual interviews with six schoolteachers and three parents, plus observations and document analysis to understand the attitudes and perceptions of stakeholders with regard to the 108 Curriculum and teachers’ culture before and after the 108 Curriculum rollout. The study also explored those critical factors that affect the culture shift. Based on the findings and discussions, the conclusions of this study are as follows:1.From a collective aspect, the stakeholders' attitude toward the 108 Curriculum Implementation is continuously progressing and highly corporative; but from the individual aspect, it’s conservative and wait-and-see. 2.The teachers’ idiosyncrasy transforms from stable, conservative individualism to professional-centric corporative culture; and from emotionally-focused care to work-focused communication. 3.The teachers’ cultural transformation also comes with issues such as high workload, time pressure, choice of curriculum content, compression of peer communication time, and parent-teacher friction around education concepts.4.The critical factors that affect the teachers’ cultural transformation are emphasis on performance, goal-oriented administrative leadership, and a high teacher turnover rate.5.Teachers still retain some flexibility and decision-making power in teaching autonomy, while in courseware autonomy, teachers are constrained by peer pressure, parents' concern, and administrative norms.
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國民小學, 教師文化, 108 課綱, Elementary School, Teacher Culture, 108 Curriculum