精進教學計畫十年：推動、因應與展望

A Decade of the Improvement of Teaching Quality for the 12-year Basic Education Program: Promotion, Response and Prospect

教育部自2007年推動整合型補助的精進教學計畫，協助縣市政府推動課程教學政策、支持國民教育輔導團發展及提升教師教學能力。計畫迄今即將屆滿10年，本研究特於此關鍵點提出探討。首先透過文獻探討，分析精進教學的理據及國內精進教學計畫的相關研究，其次使用文件分析法剖析相關計畫書、結案報告與要點等，且以訪談法增益計畫困境之蒐集，檢視精進教學計畫推動10年來之實踐，並展望未來。
綜合研究結果，提出四項結論：
一、10年來精進教學計畫與要點之內涵及推動重點：「深化精進教學理念與策略」、「培育教學領導人才」及「辦理專業增能活動」。
二、精進教學計畫的推動作為：「整合課程推動資源」、「成立輔導諮詢團隊」、「建立獎勵輔導機制」及「成效評估輔導追蹤」。
三、精進教學計畫的實踐與挑戰：以課程督學、地方國民教育輔導團及教師專業學習社群為實踐管道，挑戰則在推動人事、專業及回饋學生學習的效能。
四、展望未來的因應策略與發展：致力於建立縣市課程發展常態性的推動組織及專業人員，以及溝通與推動平臺，累積及分享專業成果。
回顧精進教學計畫之推動與實踐，本研究提出三項建議：
（一）完備且落實教師增能之相關法令及配套措施。
（二）明確界定計畫效益，減少計畫內涵重疊之問題。
（三）持續研究此領域，深化專業品質。

Since 2007, the Ministry of Education has promoted “the Improvement of Teaching Quality for the 12-year Basic Education Program” to assist the local governments to elevate curricula and teaching policies, to support the organization development of teacher advisory groups in counties and cities regions, and to improve teachers' teaching abilities.
As the significant moment that the program has been practicing for almost a decade, this study aims to analyze the program's major contents and implementations, to view its praxes and dilemmas, to develop coping strategies and to make blueprint for it.
This study explicated program's rationales and reviewed related studies in literature review, adopting the method of qualitative research, including documentary method and in-depth interview. By using the document method, related documents and operation directions governing applications are collected and analyzed. Besides, praxis predicaments are gathered by interviewing.
The conclusions of this research are as follows:
First, the program's major contents over the past decade are: deepening the ideas and strategies of teaching improvement, cultivating human resources about instructional leadership and conducting teachers' professional empowerment activities.
Secondly, the program's crucial implementations are: integrating resources relevant to curricula and teaching policies promotions, setting up the group for consultation, establishing the incentive system, and executing the counseling program and efficiency assessment.
Thirdly, the program's praxes and challenges include quick personnel changes, poor functions in some of the teacher advisory groups of some country and cities, and the different expectations toward the program between central and local governments, etc.
Fourthly, the prospects for the program are to build formal organizations with professionals for curricula development in county-level and to construct the interaction platform for sharing professional outcomes.
The suggestions from the research are to complement the list of supplementary measures, related laws and regulations for teacher empowerment programs, and to clearly define program benefits, and reduce the overlapping sections of program contents.