新北市偏遠地區國小教師混齡教學之信念與實踐反思

Reflections on the Belief and Practice of Multi-grade Teaching for Elementary School Teachers in Remote Areas of New Taipei City

受到少子化的衝擊，新北市政府教育局自105學年度起，在兼顧學生身心發展及有效學習的前提下，針對全校學生人數在50人以下之學校，將兩個以上且相鄰年級之課程合班，實施混齡教學。本研究旨在探討新北市偏遠地區國小教師實施混齡教學的信念、實施歷程及困境，進而提出推動混齡教學的具體建議，作為推動混齡教學政策時之參考。本研究以質性研究取徑，採取半結構式訪談法，透過面對面訪談，蒐集新北市偏遠地區實施混齡教學的4所國小共8位教師對混齡教學的看法。研究結論包含：（1）新北市偏遠地區國小教師對混齡教學具有正向的信念；（2）教師專業知能增能及行政支持為推動混齡教學歷程的基石及前進的動力；（3）配套措施不及因應、協同教師的備課負擔，以及家長質疑是混齡教學的主要困境。最後，本研究根據結論提出推動混齡教學政策之建議。

Affected by the decline in birth rate, Since the 105th school year, Education Department, New Taipei City Government has implemented multi-grade teaching in schools with fewer than 50 students under the premise of taking into account the development of students and effective learning. The purpose of this study is to explore the beliefs, process and dilemmas of the multi-grade teaching by elementary school teachers in remote areas of New Taipei City, and then put forward specific suggestions as a reference for promoting multi-grade teaching policies. This study takes qualitative research and adopts semi-structured interviews. Through face-to-face interviews, we collected the views of 8 teachers from 4 schools in the remote areas of New Taipei City. The conclusions of the study include: (1) Elementary school teachers in remote areas of New Taipei City have a positive belief in multi-grade teaching; (2) Teacher' professional empowerment and administrative support are the cornerstones and driving force for promoting multi-grade teaching process; (3) Inadequate supporting measures, the burden of preparing lessons with collaborative teachers, and parents questioning the effectiveness are the main difficulties of multi-grade teaching. Finally, based on the conclusions, this study proposes recommendations for promoting multi-grade teaching policies.