從文化歷史活動理論探討教師的教學素養：對師資培育的啟示

Exploring Teaching Competences with the Perspectives of Cultural-Historical Activity Theory: Implications for Teacher Education

師資教育改革的共同目標在於提升師資水準，促進學生學習。而教師能力所扮演中介角色，在教學研究上不遺餘力。本文說明臺灣師培教育早期基於過程結果的研究取向強調能力本位，十二年國教特別關注教師的教學素養。其中的轉變，從文化歷史觀點而言，不是斷層式的改革，而具有時空遞移的流動特性。本文首先探討文化歷活動理論的發展背景。其次就文化歷史活動理論闡述教學的要義。最後就面對教育革新，提出教師的教學素養，作為師資培育的參照。

"Teacher education aims at promoting teachers’ knowledge for facilitating students’ learning. Teaching research strives to explore teachers’ knowledge as teaching mediation. First, this paper indicates that teacher education had emphasized competence-based knowledge rooted on process-product approach in Taiwan for a long time. 12-Year Educational Reform proposed transforming competence-based towards new competences. With the viewpoint of cultural-historical activity theory (CHAT), the reform of teacher education isn’t the change of fragment knowledge but of continuous innovation. In the next sections, this paper discusses the development context of CHAT, interpreting the features of teaching with the stance of CHAT, and proposing essential teaching competences for teacher education."