以教師在職進修國中表演藝術為第二專長角度看跨學科教學之能力發展

Abstract

本研究旨在探討現職中學教師，進修國中表演藝術第二專長學分班時，在修習過程中，學分班課程、同儕以及授課教師三種不同的因素影響下，如何結合自身本科專長，發展出跨學科教學的能力，進而增進教師個人的專業發展。本研究時程為2018年2月至2019年4月，第一階段為問題發想與前導研究，採半結構式問卷調查，作為未來規劃問題的依據，共25名受試者；第二階段採參與觀察法，以觀課角度及課堂參與方式，並撰寫觀課日記呈現課堂原貌；第三階段採深度訪談調查法，以國立幾所相關師培院校之國中表演藝術第二專長學分班中之行政人員（共4位）、授課教師（共3位）及在職教師（共7位）做分析，希望藉由課程內容、辦學者、授課者及學習者四種不同的角度，對教師跨學科教學的能力啟發進行討論與分析。研究結論如下：一、在職教師進修第二專長的因素為興趣、擔心超額問題，以及取得專業認證等。二、每個科目都有不同的教材教法，修習第二專長班有助於培養跨學科課程整合與教學的能力。三、跨學科教學能力有助於教師個人專業發展。本論文並提出以下研究建議：第二專長班排課不應過分密集且肢體課程的時間應適當安排、課程實務比重應大於理論、斟酌開課必要、在職教師應具備跨學科的能力以培育未來的人才、在職教師應主動參與藝文活動培養對藝術的美感、追蹤108課綱實施後教師跨學科教學的成效、觀察及調查學生反應。The purpose of this study is to explore the ability of interdisciplinary teaching about in-service teachers of middle schools, when they study the secondary specialty of performing arts in the middle school, in the process of training, under the influence of three different factors, such as credit course, peers and instructors, how to combine their own undergraduate expertise to develop the ability of interdisciplinar teaching, and thus enhance the professional development of their own. The study duration was from February 2018 to April 2019. The first phase was a problem-discovering and pilot study, and a semi-structured questionnaire survey was used as the basis for future planning problems with a total of 25 subjects. The second stage was to use the method of participant observation, to observe the class, the way of class participation, and writing a class diary to present the original appearance of the class. In the third stage, the in-depth interview survey method was adopted, including administrative staffs (4 in total), the instructors (3 in total), and the in-service teachers (7 in total) in the second specialty credit program of performing arts from few national training institutions. The researcher discussed and analyzed the inspiration of teachers' interdisciplinary teaching through four different perspectives: course content, scholars, lecturers and learners. The study conclusions are as follows: I. The factors that in-service teachers of pursuing the second specialty are interest, worrying about excess problems, and obtaining professional certification. II. Each subject has a different teaching method, and the second specialization class helps to develop the interdisciplinary curriculum integration of the ability in teaching. III. Interdisciplinary teaching ability contributes to the professional development of teachers. This study proposes the following research recommendations: The second specialty class should not be too intensive and the time of the physical course should be properly arranged. The proportion of the course practices should be greater than the theories, and the needs for the course should be considered. The in-service teachers should have the interdisciplinary ability to cultivate future talents, and the in-service teachers should actively participate in the arts. The arts and cultural activities cultivate the aesthetics of arts. The researcher suggests future study on tracking the effectiveness of interdisciplinary teaching of teachers after the implementation of 108 curriculum guidelines as well as observing and investigating students’ responses.