小學教師十二年國教核心素養之專業成長需求研究

A Study of Primary School Teachers' Professional Growth Needs for the 12-Year Basic Education Core Competencies

本研究採用問卷調查法，主要針對我國小學教師在培育國小階段學生核心素養之專業成長需求進行探討。以全國北、中、南、東以及離島區域之公立國民小學105學年度現職的正式教師為研究對象，發出1,224份問卷，有效問卷1,135份，佔總樣本數92.7%。經統計分析後，本研究的主要發現如下：一、「藝術涵養與美感素養」是小學教師專業成長需求度較高的層面，其知覺專業成長需求較高處為「我具備藝術感知、創作與鑑賞的素養」。二、「科技資訊與媒體素養」是小學教師專業成長需求度次高的層面，其知覺專業成長需求較高處為「我具備善用科技、資訊與各類媒體的素養」。三、「道德實踐與公民意識」、「規劃執行與創新應變」、「身心素質與自我精進」、「系統思考與解決問題」、「符號運用與溝通表達」、「人際關係與團隊合作」以及「多元文化與國際理解」等七層面，小學教師專業成長需求皆與培養學生核心素養之具體內涵有關。四、不同教學總年資之教師對「十二年國教核心素養」等八層面的專業成長需求有差異。 This study uses a questionnaire survey method to focus on the professional growth needs of primary school teachers in Taiwan for core competencies. According to the official teachers of the 105-year school year of the public primary school in the North, Central, South, East and Offshore Islands, 1,224 questionnaires were issued, and 1,135 valid questionnaires, accounting for 92.7% of the total sample. After statistical analysis, the main findings of this study are as follows: 1. “Artistic appreciation and aesthetic literacy” has a higher score in primary school teachers’ professional growth demand. Teachers who perceive their higher professional growth needs are “I have the literacy of artistic perception, creation and appreciation.” 2. “Information & technology literacy and media literacy” has the second highest score in the professional growth demand of primary school teachers. Teachers who perceive their higher professional growth needs are “I have the appropriate use of technology, information and the quality of various media.” 3. “Physical and mental wellness, self-advancement”, “logical thinking and problem solving”, “planning, execution, innovation, and adaptation”, “semiotics and expression”, “moral praxis and citizenship”, “interpersonal relationships and teamwork”, and “cultural and global understanding”, the professional growth needs of primary school teachers are related to the specific connotations of cultivating students’ key competencies. 4. The primary school teachers of different teaching seniorities show significant differences in the he professional growth needs at eight levels of 12-Year Basic Education core competencies.