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| Title: | 實驗學校教師專業學習社群課程發展經驗之個案研究—活動理論觀點
A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience： An Activity Theory Perspective |
| Authors: | 顏郁庭
Yen, Yu-Ting |
| Contributors: | 鄭同僚
顏郁庭
Yen, Yu-Ting |
| Keywords: | 實驗教育
活動理論
教師專業學習社群
校本課程發展
Experimental Education
Activity Theory
Professional Learning Community
School-based Curriculum Development |
| Date: | 2024 |
| Issue Date: | 2024-05-02 10:29:23 (UTC+8) |
| Abstract: | 108課綱後，體制內學校獲得了更多的課程改革空間，同時也面臨跨域與創新的需求，使得教師合作愈發重要。在此情況下，教師專業學習社群可說是最多學校尋求之解方。而許多實驗學校因在課綱改革前即已轉型，故有著比體制內學校更加成熟的經驗，解析這些學校的社群發展經驗，能夠幫助體制內學校發展跨領域且創新的課程。因此，本研究以一所實驗學校的教師專業學習社群為個案，深入觀察一所實驗學校在轉型後，面對新課程的開發，如何運用與發展教師專業學習社群，完成一堂符合該校特色及教育理念的跨領域課程。意欲藉此經驗與發展模式，讓往後想發展實驗教育的體制內學校能參考、承繼與學習。
本研究的目的有二：其一，透過訪談與會議觀察，以文化—歷史活動理論為探究組織學習的研究工具，自一所實驗學校的教師專業學習社群，其發展專題探索課程之歷程切入，繼而從細部記錄、分析社群教師為執行此課程而遭逢的困境與系統性矛盾，以及歷經矛盾後社群的轉化行動。其二：從個案教師專業學習社群的展化學習歷程中，尋找其中所潛藏的動能，以形塑教師專業學習社群的支持與運作系統。
研究結果主要有兩個部分：首先，藉由活動理論辨識5個擾動議題、分析8個系統性矛盾、追蹤6個展化學習行動，形成個案社群的三階段展化學習循環，並以此呈現創新課程的實踐歷程。接著自影響個案社群的學校外部、學校內部、社群內部等三個層面，探詢社群展化學習行動之動力來源，形塑出一個教師專業學習社群的支持與運作系統。針對研究結果進行兩個討論：第一，理論層面，教師專業學習社群結合活動理論之新探；第二，現象層面，教師專業學習社群發展創新課程的潛藏危機。
最後，基於研究結果與討論的內容，本研究進一步提出幾個研究建議以及研究展望，首先是對教師專業學習社群發展跨域創新課程的建議，教育行政機關方面需重視教師超學科跨領域課程的能力培訓；學校方面需考量校本課程主題的適切性、校訂課程的分工協調應著重教師動機、給予新課程研發的緩衝時間；教師心態方面若以學生為中心的教學能削弱對於課程計畫的依賴性、擁有改變的彈性與試驗的容錯。而未來希望能發展出更多具特殊性的實徵研究，並嘗試發展縱向研究，以持續追蹤社群發展的永續性。未來研究亦可以使用活動理論自我評估或介入調整，並繪製不同樣態的教師專業學習社群支持系統，用於教育評鑑與自我檢核。
A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience：An Activity Theory Perspective
Abstract
After the 108 curriculum, schools within the system have gained more space for curriculum reform. Faced with the need for cross-domain and innovation, teacher cooperation has become increasingly important. In this case, teacher-professional learning communities can be said to be the solution that most schools are looking for. Many experimental schools have been transformed before the curriculum reform, so they have more mature experience than schools within the system. Analyzing the community development experience of these schools can help schools within the system develop cross-field and innovative courses. Therefore, this study takes the teachers' professional learning community in an experimental school as a case study to conduct an in-depth observation of how an experimental school uses and develops the teachers' professional learning community after its transformation and in the face of the development of new courses to complete a lesson that is suitable for the school. Cross-field courses with special features and educational concepts. It is intended that this experience and development model can be used as a reference, inheritance, and learning by schools within the system that want to develop experimental education in the future.
The purpose of this study is twofold: First, through interviews and meeting observations, using cultural-historical activity theory as a research tool to explore organizational learning, the process of developing thematic exploration courses from a teacher professional learning community in an experimental school Cut in, and then record and analyze in detail the difficulties and systemic contradictions that community teachers encountered in implementing this curriculum, as well as the transformation actions of the community after experiencing conflicts. Second: Find the hidden momentum in the developmental learning process of case teachers’ professional learning communities to shape the support and operation system of teachers’ professional learning communities.
The research results mainly include two parts: First, through activity theory, 5 disturbing issues, 8 systemic contradictions analyzed, and 6 developmental learning actions tracked, a three-stage developmental learning cycle of the case community was formed, and based on this Present the practical process of innovative courses. Then, from the three levels that affect the case community: outside the school, inside the school, and the community, we explore the source of motivation for the community's developmental learning actions and shape a support and operation system for a teacher professional learning community. Two discussions are conducted based on the research results: first, the theoretical level, a new exploration of the theory of teacher professional learning community integration activities; second, the phenomenon level, the hidden risks of innovative courses for teacher professional learning community development.
Based on the research results and discussion content, this study further puts forward several research suggestions and research prospects. The first is the suggestion for the development of cross-domain innovative courses for teachers’ professional learning communities. Educational administrative agencies need to pay attention to transdisciplinary and cross-domain courses for teachers. Ability training; schools need to consider the appropriateness of school-based curriculum topics, the division of labor, and coordination of school-based curriculum should focus on teacher motivation, and give buffer time for new curriculum development; in terms of teacher mentality, if student-centered teaching can weaken the focus on curriculum planning The dependence of painting, the flexibility to change and the tolerance for experimentation. In the future, we hope to develop more specific empirical research and try to develop longitudinal research to continue tracking the sustainability of community development. Future research can also use activity theory for self-evaluation or intervention adjustment, and draw different types of teacher professional learning community support systems for educational evaluation and self-examination. |
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| Description: | 碩士
國立政治大學
教育學系
109152002 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109152002 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
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