國中教師實踐社群發展校訂課程之個案研究

A Case Study of the Teacher Community of Practice on School-based Curriculum Development

本研究旨在探究以「卓越人才、Leading未來」彈性學習課程研發為任務導向的教師實踐社群，採取個案研究的方式，透過研究者現場參與及觀察，輔以文件分析、教師教學回饋表，以及個人反思札記等方式，描繪教師實踐社群運作實際，以進一步了解實踐社群歷程階段、特徵，及其對於創新課程發展的助益。自主學習之實踐社群的發展歷程，可以分為「潛在階段」、「建立階段」、「參與階段」、「活躍階段」以及「轉型階段」等五個階段。在其發展歷程中，歸納其實踐社群的運作特徵包含：「具有明確的任務及關注的價值」、「充分調動社群領導者職能」、「強調深度思考的共同學習」、「開放內部和外部觀點之間的對話」等。藉由社群明確任務的發展運作，促進成員對課程研發與專業認同，亦創建一個協作環境的學習平臺，成功地促使成員重新檢視和改變課堂，強化教師課程慎思與創新發展，構建實踐社群的永續發展。

The purpose of this study is to explore the development of community of practice on “excellent talents, leading the future” school-based curriculum development. This research adopts a case study method. Through class participation, observation, documents analysis and teacher’s feedback, and researcher’s reflective notes, to understand of the actual operation of the practice community, its characteristics, and contributions on the development of innovative courses. It is observed that there are five development stages for the community of practice for school-based curriculum: (1) Potential Stage, (2) Building Stage, (3) Participation Stage, (4) Active Stage, and (5) Transformation Stage. The characteristics of the community of practice include: (1) having clearly identified tasks and values, (2) fully mobilized leadership functions and roles, (3) emphasis on collaborative learning with in-depth thinking, (4) open dialogues and communications within the community of practice and with external communities. Through the community of practice, it enhances members to support the curriculum and strengthens their professional identity. It also creates a platform for collaborative learning which in turn successfully motivates members to re-examine and implement changes in their classes. Furthermore, it fosters teacher’s active engagement in designing innovative curriculum, and ensures the sustainability of the community of practice.