偏鄉學校師資問題及其關聯因素之分析與因應之道

An Analysis on the Problems of Schools Teachers in Rural Areas and the Corresponding Solutions

本文主要起因於過去對偏鄉學校師資問題的探討，大多聚焦在師資的高流動率；但實務上仍有許多來自教育系統的結構因素。因此，本文透過文獻分析藉以釐清偏鄉師資問題的關聯因素並提出因應之道。首先，從五個面向對偏鄉師資問題的關聯性進行評析。接著，據此提出下列六點建議：1.從證據本位觀點檢視偏鄉條例執行成效，並兼顧經濟與非經濟的政策效益；2.開設混齡教學學程，提供師資生、公費生分發、現職教師與儲備教師修習；3.推動偏鄉學校混齡教學實驗教育聯盟，共同研發與推廣混齡教學實驗成果；4.建立國教輔導團專任化與專業化的制度，提供偏鄉教師在地專業支持系統；5.檢視偏鄉學校校訂課程，協助學校及教師正視校訂課程的專業性與效用性；6.建立偏鄉學校校長課程領導的課責機制，帶動學校文化與教師的專業成長。最後，綜以結語。

The main purpose of this paper is to further reflect on the problems of rural school’s teachers. First, the problems of school teachers in rural areas was reviewed from five perspectives. Afterwards, the following six recommendations were made. (1) The implementation effectiveness of the Act for Education Development of Schools in Areas was examined from an evidence-based perspective, and the economic and non-economic policy benefits should be balanced. (2) A multiage teaching program should be established for national elementary and junior high school teachers to link the distribution of publicly funded students with the teacher selection process. (3) Experimental education alliances should be promoted for multiage teaching in rural schools, and joint efforts should be made in developing and promote experimental achievements in multiage teaching. (4) The professionalization and specialization of compulsory education advisory group members should be established to provide a local professional support system for teachers in rural areas. (5) The school-decided curriculum in rural schools should be reviewed to assist schools and teachers in valuing the professionalism and usefulness of the school-decided curriculum. (6) An answerability responsibility mechanism led by school principals in rural schools should be established to promote the development of school culture and the professional growth of teachers. Finally, the conclusion part is given.