授課教師主導的觀察在師資培育班級經營課程之應用

The Application of Teacher-Driven Observation on Classroom Management Program for Teacher Education

我國中小學的校長及教師依據108學年度開始實施的十二年國民基本教育課程綱要總綱規定，每學年至少要公開授課與專業回饋一次。公開授課或稱為教學觀察已經成為教師專業發展內涵之一；同樣地，在大學開始重視教學實踐研究之際，教學觀察也成為重要內涵。本研究的目的有二：一是藉由在大學師資培育班級經營課程實施授課教師主導的觀察，瞭解這套觀察系統在公開授課與專業回饋的實際運作。二是以小組學習作為觀察焦點，藉由同儕的教學觀察，了解師資生在小組學習的效果與改善策略。研究方法採用觀察和問卷調查，研究對象為40名師資生。研究結果發現：授課教師主導的觀察有助於授課者了解其焦點問題，改進教與學，而小組學習的分組方式，會影響學生互動和學習的效果；建議大學教學實踐研究可以和同儕觀察相結合、小組角色的安排可以更多元，可以嘗試更多策略來減少或解決小組學習地位期望的問題。

"The principals and teachers of elementary and secondary schools in Taiwan, according to the 12-year Basic Education Curricula Directions stipulated in the 108th school year, must provide at least one open classroom observation and professional feedback every academic year. Open classroom or teaching observation has become one of teachers' professional development connotations; similarly, teaching observation has also become an important connotation when universities begin to attach importance to teaching practice research. The purpose of this study is twofold: First, by implementing teacher-driven observation in the classroom management of university teacher education program, to understand the actual operation of this observation system in open classroom observation and professional feedback. The second is learning in small group as the focus question of observation. Through peer teaching observation, we can understand the effects and improvement strategies of teachers and students in small group learning. The research method uses observation and questionnaire survey, and the research object is 40 pre-service teachers. The results of this study found that teacher-driven observations help lecturers understand their focus questions and improve teaching and learning, and the grouping of small group learning will affect the effect of student interaction and learning; it is recommended that university teaching practice research can be combined with peer observation. The combination and arrangement of group roles should be more diverse, and more strategies can be tried to reduce or solve the problem of status expectations in small group learning."