國民中學教師跨領域課程協作領導之挑戰與實踐策略

Challenges and Strategies of Teacher Leadership for Interdisciplinary Curriculum Collaboration in Junior High Schools

本研究旨在調查台灣國小教師在AI-TPACK構面上的表現情形，分析性別、學歷、教學年資及職務對AI科技應用於教學的影響。本研究分析120份國小教師填答的AI-TPACK量表，資料整理後進行獨立樣本t檢定，研究結果顯示，男性教師在AI-TPACK、AI-TPK、AI-TCK與AI-TK等AI相關構面上的表現顯著優於女性教師，反映男性教師在科技應用上的自我效能與自信心較高。此外，教學年資10年以上的教師在AI-TPACK、AI-TPK、AI-TCK、AI-TK和PK構面上表現顯著優於教學年資10年以下者，顯示資深教師在AI應用整合中更具靈活性。研究亦發現職務為非導師的教師在AI-TPK和AI-TCK構面上的表現顯著優於導師，顯示導師角色的多重任務可能影響其AI整合的意願與實際操作。鑑於AI-TPACK對教師專業素養的提升有重要意義，建議師資培育階段將AI科技應用從懸缺課程納入正式課程，並透過實踐導向的專業發展社群及協作行動研究，促進教師AI應用能力的增能與提升。

This study aims to explore the challenges and practical strategies of teacher leadership for interdisciplinary curriculum collaboration. As interdisciplinary curriculum has become a global trend and a core focus of national education policy, teacher leadership for interdisciplinary curriculum collaboration is a crucial issue that warrants significant attention within school contexts. Through a comprehensive analysis of semi-structured interview data collected from leaders and participating teachers of professional learning communities across various junior high schools, the study identifies key beliefs underpinning teacher leadership in interdisciplinary collaboration. These beliefs include reflecting on the integrative nature of learning concepts and promoting collaborative professional learning among teachers from different disciplines. The challenges encountered include the time pressures associated with lesson preparation, constraints of traditional school culture, and the rapid impact of the COVID-19 pandemic. In response, practical strategies for implementation are proposed, such as fostering psychological resilience for collaboration, building a culture of trust, and promoting agile collaboration practices. Based on these findings, the study offers research-based conclusions and specific recommendations for future practice.