一所國中教師社群實踐課程領導的行動研究：閱讀好胃口

An Action Research on Curriculum Leadership Practiced by a Junior High School Teacher Community:Cultivating Interest in Reading

研究談一個國中國文教師專業學習社群在7年的發展歷程中，如何從培養學生的閱讀好胃口出發，再經由文學圈的理論指引，實踐課程領導；並藉由這個故事，探究教師社群適合的運作模式以及發展主題。由於本篇研究者即為該社群領導人，故本文採行動研究，深入研究者任教之新北市S國中某教師社群；藉由文件分析及深度訪談，探究社群於課程領導的實踐軌跡。研究發現，此社群以理解學生的需求為課程領導主軸，成員彼此關係融洽、勇於面對困境，並以理論作為實踐的依據。研究結論有三，冀能作為國中教師專業發展的參考：一、課程領導為社群與師生、學校脈絡互相理解的動態過程；二、教師社群的運作須採輪流領導，並持續實踐與反思；三、社群的發展主題須先確立課程與教學理論基礎，再進行技術操作。

This research investigates how a professional learning community (PLC) of junior high school teachers practices curriculum leadership by cultivating interest in reading among students, and by employing literary circles theory during a seven years’ development course. This research also explores the suitable modes of operation as well as development themes for teachers’ communities. Since the author is the leader of this community, this study is an action research. The author joined the PLC while teaching at a junior high school in New Taipei City, and investigated the trajectory of the curriculum leadership through literature analyses and intensive interviews of the PLC members .The study found that this community practiced course leadership according to the needs of the students. The members of this community had good relationships with each other, faced the challenges of curriculum development confidently and practiced curriculum leadership by using leadership theories. Three main conclusions can be drawn from this study, and hopefully these can serve as references for policy implementation for professional development of junior high school teachers: 1. Curriculum leadership is a dynamic process of the development of mutual understanding between communities, teachers, students, and the school. 2. The PLC operated under rotational leadership, practicing and reflecting continuously upon curriculum leadership. 3. The development themes for the PLC included the establishment of curriculum and pedagogy theories and then their practical implementation.