蔡居澤Tsai, Gee-tse徐秀婕Hsu, Hsiu-chieh2019-08-282010-12-312019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0093073210%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88334本研究旨在探究國中綜合活動學習領域教師增能研習課程發展之架構、內涵與需求。本研究所指之增能研習課程係針對「國民中小學九年一貫課程綜合活動學習領域綱要」中所揭示之綜合活動教師關鍵能力發展之國中綜合活動領域教師增能研習課程。 研究首先以焦點座談歸納國中綜合活動學習領域教師增能研習課程之架構與內涵，次針對346位98學年度任教國中綜合活動領域教師進行問卷調查，從重要程度、能力評估及研習意願三方面，暸解國中綜合活動領域教師對於增能研習課程之需求及對課程實施之意見。末輔以訪談三位綜合活動領域輔導、家政及童軍專長之國中教師，暸解教師對於增能研習課程之需求情形、對課程實施之意見與相關建議。 研究結果顯示國中綜合活動領域教師增能研習課程架構包含：課綱內涵解讀與轉化、課程規劃與發展、教材選用與評鑑、教學資源整合與運用、多元教學方法與實務、教學效能省思與精進及多元評量理念與實務等七項課程，時數共計三十六小時。其內涵包含課程名稱、研習時數、課程實施方式及重點說明。研究發現國中綜合活動領域教師認為，增能研習課程宜利用寒暑假集中研習或於學期中分階段辦理。研習宜由各縣市輔導團及師資培育機構辦理，惟應注意辦理研習應兼顧理論與實務，以符合教師教學需求。研究最後對教育部、輔導群、各縣市輔導團、師培機構、學校及綜合活動領域教師分別提出建議。This study aims to explore the development and the content of the professional growth curriculum of junior high school integrative activities teachers (JHSIA teachers). What the research meant by the Junior High School Integrative Activities teachers’ professional growth curriculum is based on the teacher Core Competence of the Integrative Activities Learning Areas of Grade 1-9 Curriculum Guidelines. Firstly, the researcher invites members of National Integrated Activities Advisory Group and university professors to form focus group to discuss and develop the content of the Junior High school Integrative Activities Teachers’ professional growth curriculum. Then, the researcher surveyed some 346 JHSIA teachers based on the result of Focus Group, in order to understand the need assessment of the Integrative Activities teachers’ professional growth curriculum and also the opinion of implementation of such curriculum from the aspects of importance, capability judgment, and the intention of continuing participating. At last, the researcher interviews three Integrative Activities Teachers to collect information on their reasons and the suggestions for the content, need-assessment, and curriculum implement of the JHSIA Teachers’ Professional Growth Curriculum. The results of this study are as follows: 1.The content of the JHSIA Teachers’ professional growth curriculum course includes seven subjects: (1) Interpretation and Conversion of Integrative Activities Learning Areas of Grade 1-9 Curriculum Guidelines, (2) Curriculum planning and development, (3) Teaching material selection and evaluation, (4) Resources integration and application, (5) Multiple teaching methods and practices, (6) Teaching efficacy reflection and improvement, (7) Multiple assessment ideas and practice. The whole course takes 36 hours. The course title, hours, curriculum implementation and curriculum guidelines were suggested as well. 2. According to the survey, the JHSIA teachers prefer to take professional growth curriculum course either one course during the winter or summer vacation, or some separate sessions during school term. The Integrated Activities Advisory Group of local Educational Bureau or other Teacher Education Institution should conduct such course. The course should have a balance on theory and sharing of best practices in order to meet the teachers’ needs when implementation. Based on the conclusions, specific suggestions have been proposed for Ministry of Education, National and local IA Advisory Groups, Teacher Education Institution, Schools and IA teachers.綜合活動教師增能研習教師專業能力課程發展integrative activities teacherteachers’ professional growth curriculumteachers’ professional competencycurriculum development