108課綱下生活科技教師專業學習社群運作之研究-以新北市某國中為例

Abstract

本研究採行動研究，旨在探究新北市快樂國中(化名)在108課綱科技領域的成立下，為改變生活科技實作課程與提升教師專業成長所發展之生活科技教師專業學習社群。藉由研究者省思、觀察記錄、個別訪談以及文件分析等工具蒐集資料，瞭解教師專業學習社群的發展階段、探究社群運作策略、分析社群運作對於生活科技實作課程實施情形以及對教師專業成長之影響，並探討生活科技教師專業學習社群所面臨之困境與因應作法，本研究經整理與分析後歸納結果如下：一、快樂國中生活科技課程實施情形受到我國課程實施脈絡所影響二、快樂國中生活科技教師專業學習社群運作經歷「籌備階段」與「運作階段」三、快樂國中教師專業學習社群的運作策略包含「生活科技課程實施」、「教師增能」、「共學與共備」等三大主軸四、教師專業學習社群的運作有助於改善生活科技的教與學五、教師專業學習社群面臨結構、技術與支持條件等問題

This research adopts action research and aims to explore the professional learning community of living technology teachers developed by New Taipei City Happy Junior High School (pseudonym) under the establishment of Curriculum Guidelines of 12-Year Basic Education living technology practical courses and enhance teachers' professional growth. The data for the research was collected through tools such as researcher's reflection, observation records, individual interviews, and document analysis, enabling us to understand the professional learning community of teachers throughout the development stage, to explore community operation strategies, to analyze the impact of community operations regarding the implementation of living technology, practical courses as well as the teachers’ professional growth, and to discuss the difficulties encountered by the professional learning community of living technology teachers and how to surmount them accordingly. After collation and analysis, the results of this research are summarized as follows:1. The implementation of the living technology curriculum in Happy Junior School is affected by the implementation context of the curriculum in Taiwan2. The operational experience of the professional learning community in Happy Junior School living technology teachers includes:"Preparation Phase" and "Operation Phase" 3. The operational strategy of the professional learning community of Happy Junior High School teachers include three main axes: " Living Technology Curriculum Implementation", "Teacher Enhancing", and "Co-learning and Co-preparation" 4. The operation of teachers' professional learning community helps to improve the teaching and learning of living technology 5. Teachers' professional learning community faces problems in structure, technical and support conditions