校本課程評鑑脈絡中教師知識之研究

Abstract

本研究的教師知識是坐落在以校為本的有機環境中，以一所學校課程發展與評鑑的實務作為背景，旨在探究校本課程評鑑的脈絡下，教師展現什麼樣的教師知識，以及教師如何運用其專業知識來重新理解課程問題並改進課程。本研究以個案學校的兩位彈性學習課程授課教師為例，資料蒐集以訪談教師為主，會議參與式觀察與課程文件分析為輔，藉由教師回溯經驗的方式，探究教師在校本課程評鑑過程中所展現的教師知識。研究結果發現：一、校本課程評鑑有助於擴展教師在課程方面的專業知識，包含：教師知道課程目標校準學校願景的重要性；教師需在課程組織上取得目標、內容、活動與評量之間的一致性；同時教師也開始看到學校課程縱向銜接與橫向統整的問題。二、校本課程評鑑促進教師之間知識流動，而知識的流動有益於教師專業發展。三、校本課程評鑑呈現的課程問題隱含了教師、行政和學校整體在知識上的斷裂，未來若是能加以處理，則校本課程評鑑更能提升整體學校課程發展。

Teacher knowledge in this case study is located in the organic situation and in the context of practice of school-based curriculum development and evaluation. This study aims to explore what kind of teacher knowledge is demonstrated in the process of school-based curriculum evaluation(SBCE), and how teachers help themselves to re-understand and improve their curriculum.Two junior high school teachers who teach different kind of alternative curriculum are selected. Data collection includes interviews with teachers, participant observation of school meeting, and analysis of curriculum document. The findings are as follow: (1) SBCE helps teachers develop professional knowledge in curriculum, including teachers know the importance of alignment between curriculum goals and school vision; teachers need to keep the coherence among curriculum goals, content, activities and assessments when organizing the curriculum; and teachers find out the issues of vertical articulation and horizontal integration in the school-based curriculum. (2) SBCE promotes the exchange of knowledge among teachers, and this will benefit the professional development of teachers. (3) SBCE shows the school curriculum issues and implicates knowledge gap of teachers, administrators, and the school. However, it also an opportunity for school to empower its curriculum development through SBCE.