李文富Lee, Wen-Fu沈俐廷Shen, Li-Ting2022-06-089999-12-312022-06-082021https://etds.lib.ntnu.edu.tw/thesis/detail/fd626cd608de89d6ba44f649a67222ef/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/117481許多偏遠地區的學校都面臨到裁併校的問題，而積極發展自己的校本課程，期望能透過這樣的方式能吸引更多的學生前來就讀，但偏遠地區學校教師員額編制少、教師流動率高，都讓學校的校本課程發展遇到一些挑戰。本文以回應教師校本課程發展的挑戰為焦點，以臺中市的一所偏遠地區學校為研究對象，運用行動研究的方始來進行，先利用訪談與非正式會議的觀察資料分析教師在校本課程發展上所面臨到的挑戰，並針對挑戰安排不同的教師專業學習社群活動，觀察並分析整理教師在社群活動中的回應及第二次訪談的內容來進行探討。本研究發現：偏遠地區學校教師在校本課程的教學上常遇到五個挑戰，而偏遠地區學校的教師因機動性強、整合力高、凝聚力佳，可以利用組成教師專業學習社群來回應偏遠地區學校教師在校本課程發展上的挑戰，另外，進行社群活動安排時若能依據教師的需求能讓社群的運作效果更好。依據上述研究發現提出三點建議：首先，教師專業學習社群若能以問題導向來進行活動設計，會容易達到效果，在針對各挑戰所安排的社群活動，應該不只能解決單一的挑戰，因此，安排活動前最好先做全盤的規劃，再來，教師專業學習社群的效果不是馬上就可以看到效果，因此社群運作的時間應該要拉長，不要只有一個學期，密集度也不宜過高。Many schools in remote areas are facing the issue of “reduction and mergence” and are actively developing their own school-based curriculum in the hopes of attracting more students. However, because remote area schools have lower teaching staff quota and a higher turnover rate, they face challenges implementing their school-based curriculums. This paper will focus on the topics of responding to the challenges of school-based curriculum development of teachers using a remote area school in Taichung City as research model. To proceed, we begin with an “action research” approach, first using the observational data of interviews and non-formal meetings to analyze school-based curriculum challenges. Specific teaching profession and community activites should be arranged to target the different issues then exploring the issue further through the observation& analysis of the teachers’ feedback and second interviews. This study discovered: Teachers in remote area schools often face five challenges implementing the school-based curriculums which are improved by the teachers’ high-flexibility, high-integration, strong cohesion and formation of a professional learning community. Also, the result is improved when teachers’ needs are considered while organizing these professional activities. Based on the above research findings, three suggestions are made: First, if the professional teaching community activities are designed to problem-solve it is easier to achieve the desired effect. When designing teachers’ professional learning community activities, the focus should not just be on resolving one challenge, hence it is better to proceed with overall planning in mind. It should be noted that the results of teachers’ professional learning community cannot be seen immediately so the operation of these activities need to be over a period of time, not just one semester with the not too high frequency.偏遠地區學校校本課程發展教師專業學習社群Schools in Remote AreaSchool-Based CurriculumTeachers’ Professional Learning Community學術論文