國中推動自發性教室走察之探究

A Study of Strategies of Spontaneously Implementing CWT in a Junior High School

「教室走察」（Classroom Walkthroughs， CWT）為近年美國逐漸盛行之教育 視導模式，國內對臺北市推動成效所進行之相關研究亦顯示出其對教師專業 發展之正面效應，然因其藉政策由上而下之推動，於教育現場易生抗拒，關鍵 乃在開放教室進行觀課之學校文化是否建立。本文係以新北市某國中為場域 進行自發性試辦，實踐一個推動教室走察的具體模式，期能提供學校建立開 放校園文化可行策略之參考。研究者將教室走察之推動歷程分為四個階段， 運用CIPP四類評鑑類型之概念進行歷程探究，針對每一階段提出具體任務內 涵，四階段分別為（一）可行性評估期；（二）實施蘊釀期；（三）正式推展 期；（四）穩定成長期。文末並提出四項省思作為結語。

The purpose of this study is to give suggestions of practical strategies to implement Classroom Walkthroughs (CWT) in schools， as a model of educational supervision prevailing in the U.S.， which helps to cultivate school organizational culture in which supervisors are allowed to get into the classrooms and therefore improve teachers’ expertise. Researches about the execution of Classroom Walkthroughs in Taipei City shows positive teaching effectiveness. Nevertheless， the top-down model provokes certain resistance， which depends on different school culture. Therefore， to reconcile the resistance is the crucial process while implementing the program. This research selects a junior high school in New Taipei City as the subject， which spontaneously implements CWT by the school administrator under no policy requests.The researcher segments the school implementing process of the program into four phases， and each of them is evaluated with the CIPP model and coped with certain core missions. Finally we propose three suggestions for school administrators who want to apply the CWT program in their schools.