國中教師實施公開授課歷程之個案研究

Abstract

根據「十二年國民基本教育課程綱要總綱」，教育部明確規範現場教師每學年都必須至少實施一次公開授課，由此可知，公開授課這項活動在現今變得逐漸重要。教育部訂定此政策期望能為教育現場的師生帶來助益，期許教師在過程中能夠打破過去在教學場域中單打獨鬥的情形，轉而與同儕建立友善的互動氛圍，營造專業對話的空間。本研究旨在探討國中教師實施公開授課之歷程，探討國中教師如何看待十二年國教課綱所規範之公開授課，以及教師在共備、授課／觀課、議課過程中的經驗，也探究實施公開授課對國中教師專業知能的影響。在本研究中，「公開授課」包含共備、授課/觀課、議課之流程。本研究採取個案研究法，以新北市某國中八位教師作為研究對象。研究者透過非參與式觀察、半結構式訪談、非正式訪談及文件資料作為資料蒐集之方式；訪談資料以主題分析法進行分析，觀察及文件資料則採取內容分析法。研究結果顯示，國中教師對公開授課的理解涉及不同面向，包含實施方式具有彈性、目的涉及不同面向、與過去政策具有差異；在態度方面，國中教師對公開授課的態度有所不同，並非所有教師都支持這項政策，而教師對公開授課的態度受到不同的因素影響，例如：實施成效；再者，國中教師在公開授課各階段中獲得豐富而多元的歷程經驗，舉例而言，他們以彈性的方式實施共備、授課時的教學方式與平常大致相同、觀課時將學生視為焦點、議課大多給予夥伴正向回饋等；最後，實施公開授課對國中教師專業知能的影響不一，有些教師認為實施公開授課能夠強化課程設計的能力、習得班級經營技巧，或是增進教學策略的運用，也有教師認為實施公開授課對他們的專業知能沒有影響。研究者根據研究結果針對師資培育、教學現場教師、政府機關以及未來研究提出相關建議。首先，建議師資培育開設教學觀察與口語表達相關課程；再者，建議現場教師可邀請外部專家入校協助進行公開授課，並將公開授課落實於日常教學中；接著，建議政府機關提供授課時數減免之公開授課相關配套措施；最後，建議未來研究可將「學校」作為個案，或是邀請學生作為研究對象。

According to the"Curriculum Guidelines of 12-Year Basic Education" the Ministry of Education explicitly stipulates that every teacher must implement at least one lesson study every academic year. From this, it is evident that the lesson study has gradually become more important in the teaching site. The Ministry of Education announce this policy with the expectation of benefiting teachers and students. Teachers are expected to discard the past individualistic teaching methods and create a friendly interactive atmosphere with their peers, creating a space for professional dialogue.The aim of this study is to explore the process of lesson study implemented by junior high school teachers. This study delves into how junior high school teachers view lesson study regulated by the 12-year basic education and what they experience during co-construction, teaching/observation, and post-observation debriefing, it also explores the impact of implementing lesson study on the professional competence of junior high school teachers. In this study, “lesson study” refers to the process of co-construction, teaching/observation, and post-observation debriefing. This study adopted case study method, inviting eight teachers in a junior high school in New Taipei City as the research subject. The researcher collected data through non-participatory observation, semi-structured interviews, informal interviews, and documents. Thematic analysis was applied to analyze the interview data and content analysis was utilized to analyze the data from observation and documents. The results of data analysis lead to several findings of this study. Firstly, junior high school teachers' understanding of lesson study involves different aspects, including flexible implementation methods, diverse purposes, and differences from past policies. Secondly, junior high school teachers have various attitudes towards lesson study, not every teacher agrees with this policy, and their attitudes are influenced by various factors, such as the effectiveness of implementing lesson study. Thirdly, junior high school teachers gain rich and diverse experiences learning in each stage of lesson study. For example, they implement co-construction in a flexible manner, use the same teaching methods during teaching as they do in their daily classes, focus on students during observation, and provide their peers with mostly positive feedback during post-observation debriefing. Finally, implementing lesson study has different impact on the professional competence of junior high school teachers. Some teachers have strengthened their ability in curriculum design, acquired classroom management skills, and even improved the application of teaching strategiesafter implementing lesson study. However, a few teachers think that implementing lesson study has no impact on their professional competence.The researcher made recommendations based on the research results for teacher education, teachers, government agencies, and future study. Firstly, it is recommended that teacher education institutions offer courses related to teaching observation and oral communication. Secondly, it is suggested that teachers invite external experts to assist them to implement lesson study, and they should put lesson study in their daily teaching. Thirdly, it is recommended that government agencies provide relevant supporting measures for lesson study, such as reducing teaching hours. Lastly, future study could invite"school" or “students” as research subjects.