教學相長：教學卓越團隊課程發展之個案研究

Mutual Growth in Teaching: A Case Study on the Curriculum Development of the Excellent Teaching Award-Winning Team

本研究針對獲得三次教育部教學卓越獎的偏鄉小學進行個案研究，目的為探討個案學校透過參賽發展課程之歷程以及教師專業在參賽中的發展樣貌。蒐集資料為個案學校以學校本位課程參與教育部教學卓越競賽獲獎的歷程相關紀錄，包含教師訪談、教學紀錄、參賽方案文本與簡報等，以NVivo12進行分析。結果顯示，個案學校課程發展歷程具有在偏鄉困境中形成共識、以學生為核心建構課程、透過對話共構參賽方案及參賽形成課發循環等；教師專業發展樣貌則包含團隊共識在實踐中凝聚、核心到全體的形塑轉化、參與到轉譯的學校社區關係及教師專業的多面向成長等。

This case study explores a rural elementary school that has received the Ministry of Education’s Excellent Teaching Award three times. The purpose of the study is to explore the school’s curriculum development process through its participation in the competitions and to examine the development of teacher professionalism during this process. Data included teacher interviews, teaching records, project documents, and presentations collected from the school, analyzed with NVivo12. The results show that curriculum development involved building consensus amid rural challenges, constructing student-centered curricula, co-creating competition projects through dialogue, and forming a critical cyclical process. Teachers’professional growth was reflected in four aspects: reaching consensus through practice, transforming from core to collective participation, shaping school–community relationships, and achieving multifaceted professional growth.