國中教師探究教學、品味教學與教學創新之研究

A Study on Teachers’Inquiry Teaching, Savoring Teaching and Teaching Innovation in Junior High School

探究教學是十二年國民基本教育課程積極推動的教學方式，有於增進深化素養學習、提升問題解決能力。在此新的轉變下，讓教師面臨許多新的挑戰，但同時也提供了新的契機，孕育教師的品味教學與教學創新，如此將有助於教師探究教學實踐的持續與推廣。因此，本研究探討國中教師的探究教學、品味教學與教學創新的現況，並分析探究教學對品味教學與教學創新的關係，作為學校與教師實施與推廣探究教學之參考。本研究針對臺北市、新北市及桃園市的國中教師實施問卷調查，共回收302份，回收率為67.7%。問卷資料經採多變量變異數分析、結構方程模式分析後，發現一些重要結論。首先，新課綱的實施與專業對話氛圍，增進教師探究教學的實施，也提升了品味教學與創新；其次，積極實施探究教學，有助於增進品味教學與教學創新，讓教師更有動力持續精進教學；再者，資淺教師、導師與兼任組長的品味教學或教學創新較低，需要學校提供專業支持；最後，本研究提供了探究教學實施有助於品味教學與創新的實徵證據，可以豐富探究教學學術研究成果，也可以作為學校推動探究教學的實務參考。此外，依據結論並提出相關建議供學校與教師實施新課綱探究教學參考。

Inquiry-based teaching is a teaching method actively promoted by the 12-year National Basic Education Curriculum, which can help deepen competency learning and develop problem-solving abilities. Under these new changes, teachers face many new challenges, but it also provides new opportunities to cultivate teachers’savoring teaching and innovation. It will be of great help to the implementation and promotion of inquiry teaching practice. Therefore, this study investigated the current situation of teachers’inquiry teaching, savoring teaching, and teaching innovation in junior high schools, and the relationships between inquiry teaching, savoring teaching, and teaching innovation as a reference for schools and teachers to implement and promote inquiry teaching. This study conducted a questionnaire survey of junior high school teachers in Taipei City, New Taipei City, and Taoyuan City. A total of 302 questionnaires were returned, making for a response rate of 67.7%. MANOVA and structural equation models were used to analyze the questionnaire data, and several valuable results were found. First, the implementation of the new curriculum and the atmosphere of professional dialogue have enhanced teachers’implementation of inquiry teaching and also improved savoring teaching and innovation. Second, actively implementing inquiry teaching will help increase savoring teaching and innovation, and further give teachers the motivation to continuously improve teaching. Third, junior teachers, class tutors and section chiefs show low savoring teaching or teaching innovation, and need more professional support from the school. Finally, this study provides empirical evidence that the implementation of inquiry teaching contributes to savoring teaching and innovation. It can enrich academic research outcome on inquiry teaching and can also serve as a practical reference for schools to promote inquiry teaching. Based on these findings, several suggestions for the implementation of inquiry teaching and future research were offered.