發展性教學視導在教學輔導教師制度上的應用

The Applications of Developmental Instruction Supervision to Mentor Teacher Program

教學視導工作雖歷經我國教育行政機關以及學者專家們多年的倡導，但仍是我國亟待改革的重點工作之一。本文先簡要說明發展性教學視導和教學輔導教師制度的基本概念，然後提出應用發展性教學視導在教學輔導教師制度上的八點建議：1.診斷夥伴教師的發展程度，2.運用教學視導的權變途徑，3.採用區別化視導模式，4.採行引導向上發展的概念，5.加強教學輔導教師的培訓，6.加強與課程發展方案的整合，7.採用多樣化的教學輔導工具，8.加強對教學輔導教師的支持系統。

Although educational authorities and scholars have fostered the practices of instructional supervision for years, it remains one of the most important educational reform tasks in Taiwan. This paper discusses the basic concepts of developmental instruction supervision and mentor teacher program, respectively. This paper also provides eight suggestions of applying developmental instruction supervision to mentor teacher program. The suggestions are as follows ： (1) diagnosing the developmental levels of partner teachers, (2) utilizing the contingency approach of instructional supervision, (3) adopting the differentiated instructional supervision, (4) adopting the concept of up-ward development, (5) strengthening the cultivation of mentor teachers, (6) enhancing the merge of mentor teacher program with curriculum programs, (7) providing multiple techniques for mentor teachers, (8) providing mentor teachers with a support system.