國中教師共備觀議課困境與策略之案例分析

The Problems and Coping Strategies of Collaborative Lesson Study for Junior High School Teachers: A Case Study

本文旨在探究國中教師共備觀議課遭遇困境與因應策略，透過實務現場之案例內容，進行深入之分析。研究結論發現：一、國中教師共備觀議課遭遇困境包括：教育政策及配套制度欠缺周延性、學校時間倉促且信任文化待建立、內外利益團體衝突顯現行政霸凌、教師情緒壓力累積及其溝通理性等，此四項包括教育制度、學校文化、教育領導、教育專業，彼此交互作用的問題情境；二、國中教師共備觀議課因應策略包括：多向政策宣導及友善作業流程、推動漸進模式與營造信任文化、凝聚願景並落實績效責任領導、建立專業社群和正向溝通模式等，此四項含蓋教育制度、學校文化、教育領導、教育專業共融互補的支持系統。 This article aims to investigate the problems and coping strategies of collaborative lesson study for junior high school teachers through a careful analysis of practical cases. The findings of the study are as follows. First, the problems of collaborative lesson study that junior high school teachers face include the lack of comprehensiveness in education policy and supporting system, a rather tight school schedule for creating the culture of trust, administrative bullying due to the conflicts between internal and external interest groups, and the accumulation of emotional stress of teachers and their communicative rationality. These four problems are found in the interactive problem-situations between education system, school culture, educational leadership, and educational professionalism. Second, the coping strategies for junior high school teachers include multidirectional policy advocacy and user-friendly operating procedures, incremental development and the creation of a trust culture, shared vision and accountability leadership, and professional community and positive communication. These four coping strategies cover the complementary supporting system between education system, school culture, educational leadership, and educational professionalism.