英文摘要 |
With the implementation of new curriculums guidelines, teach¬ers are tasked with developing lesson plans, teaching demonstration classes, competency-based teaching, curriculum evaluation, developing school-based curriculums, and engaging in continuous professional de¬velopment. Schools can utilize existing subject teaching research groups, grade-level or cross-grade teacher groups to form several communities of practice, using lesson study as the domain of practice. Community members collaborate on designing competency-based teaching and as¬sessment activities for the unit, then take turns in teaching demonstra¬tion classes, observing lessons, and having group lesson debriefs. They complete meaning-driven and expansive unit curriculum evaluation, fur¬ther revising the unit lesson plans. This enhances the quality of school-based curriculums over publisher’s one-size-fits-all curriculum plans and fulfills the new curriculum requirements. When the communities of practice in a school have accumulated a certain number of unit curricu¬lum evaluations, the curriculum development committee then conducts meta-evaluation of these unit evaluations to optimize the overall frame¬work of the school-based curriculum. This facilitates continuous develop¬ment of the school-based curriculum. Finally, based on the inspiration of research findings, several suggestions are made: School leaders could leverage distributed leadership to improve school effectiveness. Teacher communities of practice should be developed for domain-based practice to enhance teachers’professional capital. Lesson study by teacher com¬munities of practice can be utilized to develop school-based curriculums. |