南投縣實施學習共同體教師之課程意識研究

A Study on the Curriculum Consciousness of School Teachers Implementing Learning Community in Nantou

教師課程意識係教師對於課程覺知的動態歷程，其中蘊含自我內在的省思與調整，對於己身課程與教學的信念、實踐的反思與評估，及對於環境的詮釋、組織與應用。教師透過不斷的反思批判建構其課程價值觀與行動策略，並藉由與個人主體對話、與專業客體對話、及與生活環境對話來提升教師課程意識。本研究結果如下：一、參與研究教師課程意識內涵包含：對專業知識的覺知、對自我的覺知、對環境的覺知及對實踐的覺知。二、參與研究教師的課程意識，包含對專業知識的覺知、自我的覺知、環境的覺知與實踐的覺知，在實施學習共同體後都產生轉變，並且均呈現動態的歷程。三、參與研究教師課程意識由教師角色、提問與對話中獲得實踐。四、參與研究教師課程意識的提升受不間斷的自我覺察、改變與行動的勇氣、主動尋求精進以及創造與同儕對話機會四個因素影響。

Curriculum consciousness is the dynamic process of curriculum awareness of teachers. It includes internal reflection and adjustment， belief in their own curriculum and teaching， reflection on and evaluation of praxis， as well as the interpretation， organization， and application of the environment. Through constant critical reflection， teachers developed their curriculum values and action strategies. Teachers’ curriculum consciousness is improved through dialog with I ndividual subjects， professional objects， and the living environment. Using case studies， we deeply investigated the content， praxis， and course of transition of curriculum consciousness in three elementary and junior high school teachers during the implementation of learning communities， and we derived factors to enhance curriculum consciousness. The results of this study were as follows: 1. The content of the course awareness of the participating teachers included the following: Awareness of professional knowledge， Self-awareness， Awareness of the environment and Awareness of praxis. 2. The curriculum consciousness of the participating teachers included awareness of professional knowledge， self-awareness， awareness of the environment， and awareness of practice. Several changes were visible after the learning communities were implemented. Although their growth courses and jobs differed， the development of curriculum consciousness in all the interviewed teachers followed a dynamic course. 3. The curriculum consciousness of the participating teachers was practiced through the role of the teacher， questioning， and dialogs. 4. Improvements in the curriculum consciousness of the participating teachers were influenced by four factors: continual self-awareness， the courage to change and take action， actively seeking enhancement， and creating opportunities for dialog with peers.