實施公開授課提升教師專業初探：現況；挑戰與因應策略

A Case Study on Using Open Class to Promote Teacher's Professional Development: Current situation, Challenges and Coping strategies

十二年國教新課綱於 2019 年開始實施，課綱中明訂校長及教師每年至少公開授課一次，因此教師開始展開共同備課、授課及觀課、議課的專業成長歷程。然而公開授課對教師專業發展有哪些具體的助益以及過程中面臨那些挑戰值得進一步探究。本研究目的在探究教師實施公開授課時的現況、面臨的挑戰以及對教師專業發展的影響與助益。研究方法則採取訪談法，訪談臺北市幸福國小（化名）17 位教師，以瞭解教師實施公開授課的現況。 依據研究結果分析主要獲致以下結論：（一）教師認真看待公開授課，用心進行備課、授（觀）課、議課專業成長活動。（二）公開授課對教師專業發展有助益，可提升教師教學設計、教學實踐、創新實驗能力及班級經營技巧。（三）公開授課對教師最大的挑戰是設計優質的教學活動以及掌握學生學習表現不容易，同時有人觀課多數教師仍會感到緊張與壓力。（四）教師期待能跨域觀課以利激發創意，採用多元觀課模式，符應不同教師專業成長之需求，以及期盼行政能協助處理課務，讓教師能專心於專業成長活動。

The purpose of this research is to study the current situation of open class implementation, the confronted challenges, and the impact and benefits on teachers’professional development. The method of this research is interviews with 17 teachers of Taipei Xingfu Elementary School ( to understand the current situation of teachers' open class implementation. The following conclusions are obtained from the analysis of the research results: (1) Teachers take open classes and professional development activities of preparing, teaching (observing) and discussion attentively. (2) Open class is helpful to teachers' professional development, and is able to improve teachers' teaching design, practice, innovative experiment ability and class management skills. (3) The biggest challenge for teachers in open class is the uneasiness to design high-quality teaching activities and supervise students' learning performance. Teachers feel tension and pressure. (4) Teachers look forward to stimulating creativity through cross-domain observation of lessons, adopting a diversified observation model, meeting the needs of different teachers' professional growth, and expecting that the administration can assist in handling school affairs.