合作省思專業成長模式對國小教師的教學知識與信念以及社群關係之影響

The Influence of Cooperative-Reflective Professional Growth Model on Teachers' Teaching Knowledge, Beliefs and Teaching-Related Community Relationships: A Case Study of an Elementary School in Taipei

本研究是以社會建構論為基礎，結合行動研究與反省性教學歷程設計「合作省思專業成長模式」，協助教師在建構統整教學的歷程中，透過教師個人的教學知識與信念的省思辯證，獲致教師的專業成長。本研究所設計的專業成長模式包括「計畫」、「執行」、「修正」、「評鑑」以及「省思」等五個步驟，每個步驟並設計相關的專業成長活動，如閱讀課程設計文章、撰寫省思札記、同儕教練、與專家對話、整理教學成長檔等。研究的參與者是台北市四名國小二年級女教師，經過二學期每週固定的討論與觀察，本研究透過參與者的教學研究會議記錄、教學活動設計、教學省思札記、以及個別訪談等質化資料，分析教師在教學知識與信念、以及與教學有關的社群關係等方面的改變，以了解教師的專業成長。結果發現教師在「教學知識與信念」方面的成長包括：1、對學生的管理較彈性，依據教學行為去反省教學方式與效果。2、結合學生的生活經驗進行教學，並注重形成性與真實性評量。3、認知到學生是知識的主動建構者，了解個人的教學理論以協助學生有效學習。4、理解統整教學的目的，協助學生發展高層思考。5、以教學概念圖去發展課程，設計多元化的教材，提昇學生的學習效果。教師在「社群關係」方面的成長包括發展出合作教學的能力、以及善用家長與社會資源協助教學。

Based on the theories of social construction， action research and reflective teaching， the authors developed a cooperative-reflective professional growth（CRPG）model in order to promote the professional growth among four second-grade female teachers of an elementary school in Taipei. The CRPG model is composed of five circular stages: planning， action， revision， evaluation， and reflection. Within each stage， various types of activities had been designed. Reading curriculum design papers， writing reflective journal， peer coaching， discussions with experts， and collecting teaching portfolio are among the most essential. Based on the above materials collected from the weekly meetings with the participating teachers during two consecutive semesters in 1999， this paper explored how the CRPG model affects the growth of teachers in terms of their teaching knowledge and beliefs， and teaching-related community relationships. It has been found that: (1) participating teachers become more flexible in classroom management and tend to reshape their instruction methods according to their teaching experiences， (2) student's daily living experiences become the priority concern in the integrated curriculum， and the formative and authentic assessment of teaching are more emphasized， (3) the participants acknowledged that the students are active constructors of knowledge such that the teachers tend to combine their teaching concepts with materials other than textbooks to improve the students’ learning effects， (4) the teachers realized the objective of integrated teaching so as to encourage and assist students to develop higher level thinking， and (5) the new content enhanced by the networking method plus multiple materials have significantly promoted student’s learning effects. As to the teaching-related community relationships， the participants had successfully developed a friendly and effective teaching network and received help from the students’ parents and other sources.