十二年國教實施後教師教與學變革之研究

Abstract

中文摘要 近幾年來，學生從學習中逃離的情形帶給學校極大衝擊。而教育界適逢十二年國教變革的推動，提供教師思考如何進行教學革新，同時讓教育工作者重新省思學習的本質。本研究以個案研究的方式，探究臺北市一所國中學校教師對於十二年國教政策的看法，瞭解教師如何進行學習共同體的教學改變，同時瞭解教學改變後對學生學習的影響。 研究者透過文獻、訪談和文件檔案等資料蒐集方式取得實徵資料後，歸納出教學團隊因應教育政策變革的態度，以及影響教師教學變革的因素，同時說明學生在學習共同體的教學模式下，學習態度的轉變。本研究根據實徵資料獲致下述的結論： 壹、教師面對政策變革的態度 一、「十二年國教」政策擺盪，教師感到憂心與疑慮。 二、雖憂心政策不確定性，教學團隊仍採正向態度迎接變革。 貳、影響教師教學改變的因素 一、因「十二年國教」契機，教師自我省思所學不足之處。 二、前校長導入學習共同體，鼓吹教師教學革新。 三、「鬆綁校內成績」制度，教師勇於追求教學改變。

參、學生學習的模式轉變 一、「學習共同體」找回學生的學習樂趣，增進合作與關懷的學習氛圍。 二、「學習共同體」教學策略，有助提升學生學習動機，減少學生的偏差行為。 三、 協同學習，找回低成就學生的「自我存在感」。 本研究結果，除了對教學變革推動的情形有進一步的理解之外，研究發現也將有助於教育機構擬定教學革新等相關政策之參考。

Abstract In recent years, students who escape from learning bring great impact on the schools. 12 year basic education policy promotes junior high school teachers to think about how to proceed teaching innovations, while providing educators to re-reflect on the nature of learning. The researcher used a case study approach to explore the viewpoints about 12 year basic education policy of junior school teachers in Taipei, understand how teachers proceed the teaching change of learning community, and perceive the influence of students’ learning after teaching change. After the researcher obtained and analyzed the empirical data through literature, interviews and document files, the study shows several characteristics of the cases school as following: 1. Teachers face the attitude of 12 year basic education policy change: (1) The teachers worried and doubt that12 year basic education policy is uncertain. (2) Although the teaching team worried that the policy is uncertain, they still adopted a positive attitude to meet the change. 2. The factors that affect the teaching change are included: (1) Because of the turning point of 12 year basic education policy, teachers self-reflects their own deficiencies. (2) Former president introduced learning community and advocated teaching innovation. (3) No evaluating school results，teachers are couraged to pursue teaching change. 3. How is the students’ attitudes to learning after teaching change? (1) The teaching method of learning community helps students find their learning fun, enhance their cooperation and caring learning atmospheres. (2) The teaching strategy of learning community also helps students increase their learning motivation and reduce deviation's behavior. (3) The strategy of collaborative learning makes low achievers find their sense of self- existence. Finally, according to the above results, some suggestions are provided as a reference of administration units, teachers, and further researchers.