協同教學的挑戰與實踐意涵：以跨年級教學為例

Challenges and Practical Implications of Co-Teaching: A Case of Multigrade Teaching

因應少子化所帶來的挑戰，教育部自2014年起推動跨年級教學（Multi-Grade Teaching, MGT），旨在為偏鄉學童創造更多元的同儕學習機會。然而，跨年級教學的成功推行離不開師之間的協同合作。本文探究了不同協同教學模式及其應用，依合作程度由低至高區分為：觀察模式、教練模式、支援模式、平等地位模式及團隊模式。從觀察模式中教師主要進行觀察與回饋，到教練模式中提供具體建議，支援模式則進一步協助管理課堂與學生。在平等地位模式下，教師共同承擔教學責任，而團隊模式則為最高合作程度，教師共同規劃並輪流授課，強調高度的協作與溝通。此外，本文亦探討協同教學的五大關鍵要素：充足的專業準備、足夠的共同備課時間、協同教師之間的正向工作關係、明確的教室角色與責任分工，以及積極的行政支持。透過深入瞭解不同協作模式的應用，為教師未來在實行跨年級教學時，提供協同合作方式之參考。

In response to challenges posed by declining birth rates, Taiwan’s Ministry of Education has implemented Multigrade Teaching (MGT) since the 2014 academic year, hoping to create diverse peer learning opportunities for students in rural areas. The success of MGT mainly relies on effective teacher collaboration. This paper examines various co-teaching models applied in MGT, categorized by levels of collaboration, ranging from low to high: the Observation Model, the Coaching Model, the Assistant Teaching Model, the Equal Status Model, and the Teaming Model. The Observation Model involves teachers primarily observing and providing feedback, while the Coaching Model offers specific guidance. The Assistant Teaching Model involves support in classroom management and student assistance. In the Equal Status Model, teachers share equal responsibility for instruction, and the Teaming Model represents the highest level of collaboration, with teachers jointly planning and rotating teaching duties. Additionally, this paper discusses five key factors for successful co-teaching: sufficient professional development, adequate co-planning time, positive working relationship between co-teachers, clear classroom roles and responsibilities, and active administrative support. By understanding the practical use of these collaborative models, the study provides valuable insights for teachers to apply effective collaboration strategies when implementing multigrade teaching in the future.