國小圖書教師與學科教師協作教學意見調查

The Survey of Teacher Librarian Collaborating with Subject Teachers in the Elementary School

本研究旨在探討臺灣國小圖書教師與學科教師協作教學情形，利用問卷法及半結構式訪談，分析圖書教師對於協作教學的認知、執行情形與實務推動遭遇的問題，同時分析教師性別與年資等背景是否有認知差異，調查發現圖書教師與學科教師在協作合作程度上呈現不同層次的合作樣貌，在協作內容上，圖書教師對於將圖書館利用教育融入學科教學及提供館藏資源予學科教師的合作，認同度最高，對於共同設計教學及準備教材的認同度低；協作教學最大問題是共同討論時間不足，教師背景對於協作教學認知的影響不大。調查建議可加強圖書教師在協作教學的增能研習，學校宜制定圖書教師與學科教師的協作教學計畫，透過行政整合與計畫執行，提升圖書教師教學夥伴的角色。 This study aims to explore the teaching model of teacher librarian collaborating with subject teacher in the elementary school. The questionnaire and semi-structured interview were taken to analyze teacher librarian’s perception, the current status of implementation and the difficulties of collaboration. Whether there are cognitive differences in the background of teacher's gender and seniority also were analyzed. This study found the diversification of teacher librarians collaborated with subject teachers. The teacher librarians highly agreed with library education integrated in subject teachings as well as providing collections to subject teachers. The lowest mean score on joint design of teaching and preparation of teaching materials. The major difficulty of collaboration is without enough time to discuss and prepare for lesson. There is no significant correlation on the background of teacher librarians with collaboration cognitive. Finally, the suggestions of strengthening the training programs for teacher librarians and developing collaborative curriculums from administrators were proposed. Through administrative integration and promotion, teacher librarians and subject teachers can be the best teaching partners.