我國北部偏遠地區國中生活科技教師教學專業能力現況調查研究
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2020
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本研究的主旨在於調查我國北部偏遠地區國中生活科技教師教學專業能力之現況，主要透過問卷調查法調查我國北部偏遠地區學校生活科技教師對於生活科技教學專業能力指標所認為之重要性與自身所具備的程度，並透過多重個案訪談，了解偏遠地區學校生活科技教師之教學現況，並彙整量化問卷結果與質性訪談內容，整理出我國北部偏遠地區國中生活科技教師教學專業能力之現況。
由研究結果發現：(1)在生活科技教師的四大專業能力層面中，受訪教師重視程度最高者為規劃能力層面、(2)在教學能力層面中，受訪教師認為具備正確、安全操作手工具與機器設備的能力最為重要、(3)在管理能力層面中，受訪教師最重視「能有效管理生活科技專科教室教學設備」、(4)在生活科技教師的四大專業能力層面中，受訪教師具備程度最高者為專業發展能力層面、(5)在教學能力層面中，多數受訪教師對於「正確、安全操作手工具與機器設備、新興科技設備能力」的具備程度較低、(6)在管理能力層面中，部分受訪教師對於「能有效管理生活科技專科教室教學設備」的具備程度較低。本研究依上述結論提出以下四點建議：(1)建議教師可以藉由專業成長社群提升自身不足之教師教學專業能力、(2)建議教師積極參與關於教學設備機具操作之實體研習或工作坊、(3)建議政策擬定單位鼓勵開設機器設備操作知能實作研習，提升教師對於設備操作及維護知能，(4)建議師資培育大學於師資培育養成歷程中，提升師培生對於機械操作與設備維護之實作能力。
This study aims to examine the current professional competence of junior high schools’ living technology teachers in remote areas of Northern Taiwan. The questionnaire survey method is to investigate the importance of the profession competence indicators for living technology teachers and their competence in remote areas of Northern Taiwan. Through multi-case interviews, the current teaching situation of living technology teachers in remote areas is better understood. The results of quantitative questionnaires and qualitative interviews are analyzed to reveal the current status of profession competence of junior high schools’ living technology teachers in remote areas of Northern Taiwan. The results of the study show that: (1) Among the four professional competence dimensions, the interviewed living technology teachers value planning competence the most; (2) In terms of teaching competence, the interviewed teachers attach the highest importance to "the ability to operate hand tools and machinery correctly and safely"; (3) In terms of management competence, the interviewed teachers think that "to effectively manage teaching equipment in the living technology classrooms" is the most important; (4) Among the four professional competence dimensions, interviewed living technology teachers are equipped with the highest level of professional development competence; (5) In terms of teaching competence, most of the interviewed teachers have a low level of competence to "correctly and safely operate hand tools, machine equipment and emerging technology equipment"; (6) In terms of management competence, some of the interviewed teachers have a low level competence of" effective management of teaching equipment in the living technology classrooms". Based on the above conclusions, this study proposes four suggestions as follows: (1) Teachers shall improve their teaching professional competence through professional learning communities; (2) Teachers actively participate in physical training courses or workshops on the operation of teaching equipment; (3) Policy-making units shall encourage the establishment of training courses on machine and equipment operation knowledge to improve teachers' knowledge of equipment operation and maintenance; (4)Teacher training universities shall encourage the establishment of training courses on machine and equipment operation knowledge to improve pre-service teachers' knowledge of equipment operation and maintenance.
This study aims to examine the current professional competence of junior high schools’ living technology teachers in remote areas of Northern Taiwan. The questionnaire survey method is to investigate the importance of the profession competence indicators for living technology teachers and their competence in remote areas of Northern Taiwan. Through multi-case interviews, the current teaching situation of living technology teachers in remote areas is better understood. The results of quantitative questionnaires and qualitative interviews are analyzed to reveal the current status of profession competence of junior high schools’ living technology teachers in remote areas of Northern Taiwan. The results of the study show that: (1) Among the four professional competence dimensions, the interviewed living technology teachers value planning competence the most; (2) In terms of teaching competence, the interviewed teachers attach the highest importance to "the ability to operate hand tools and machinery correctly and safely"; (3) In terms of management competence, the interviewed teachers think that "to effectively manage teaching equipment in the living technology classrooms" is the most important; (4) Among the four professional competence dimensions, interviewed living technology teachers are equipped with the highest level of professional development competence; (5) In terms of teaching competence, most of the interviewed teachers have a low level of competence to "correctly and safely operate hand tools, machine equipment and emerging technology equipment"; (6) In terms of management competence, some of the interviewed teachers have a low level competence of" effective management of teaching equipment in the living technology classrooms". Based on the above conclusions, this study proposes four suggestions as follows: (1) Teachers shall improve their teaching professional competence through professional learning communities; (2) Teachers actively participate in physical training courses or workshops on the operation of teaching equipment; (3) Policy-making units shall encourage the establishment of training courses on machine and equipment operation knowledge to improve teachers' knowledge of equipment operation and maintenance; (4)Teacher training universities shall encourage the establishment of training courses on machine and equipment operation knowledge to improve pre-service teachers' knowledge of equipment operation and maintenance.
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十二年國教, 生活科技, 教師教學專業能力, 偏遠地區學校, 12-year Basic Education, Living Technology, Teaching professional ability of Technology teacher, Remote areas