新竹縣十二年國教公開授課與素養教學評量政策評估調查研究

An Investigation of the Policy Evaluation of 12-year Basic Education for Lesson Study on Competency–driven Curriculum in Hsinchu County

本研究旨在探討新竹縣推動十二年國教公開授課與素養教學相關政策之實施成效，研究對象為新竹縣國民中小學教師，採隨機網路問卷調查，作答人數429位，占全縣教師9.12%。問卷包含基本資料、七大向度與三個維度架構設計，其中，七大向度為公開授課相關面向，包括素養導向教學、素養導向評量、公開授課共通部分、共同備課、共同觀課、議課專業回饋和團隊促進策略，三個維度是教師對上述題目的理解、認知與實踐程度。就題目分析而言，新竹縣教師對於公開授課相關七大向度的理解或認同程度普遍高於實踐程度。分向度表現上：教師認同素養導向教學高於其他向度，素養導向評量、公開授課共通部分和團隊促進策略的理解認同與實踐程度都名列末段，至於公開授課的備觀議三步驟，則是教學觀課優於共同備課，最後才是議課的專業回饋，足見縣市推動養導向教學理念倡導與增能的實施成效與教師對於公開授課之觀課的認同。另外，教師亦能從學生學習動機、學習表現等思考教學成效，顯示教師由「關注自己」轉變為「關注學生」，但跨域整合、素養導向教學模式與創新教學多元學習的面向之實踐，以素養導向教學與評量、甚至是校訂課程發展進行共同備課仍待加強。最後，教師對於團隊討論之意見交流、觀點發表和積極參與態度都有高度表現，對帶領者提綱挈領討論內容的實踐力都有高度認同，但仍期望對談的專業性與促進素養導向教學與評量的實踐，對於公開授課的校內行政規劃之理解、認同和實踐程度都是最後一名。
就基本資料差異分析而言，國小階段素養導向教學實踐優於國中階段，小型學校各面向推動效益優於中大型學校，新豐鄉和湖口鄉所組成之西二區在素養導向教學優於東三區，竹北市西一區在議課專業回饋理解程度優於東三區；就教師因素部分，僅擔任輔導員優於非輔導員；就增能因素而言，參與學校和輔導團層級在素養導向教學、評量與公開授課和各面向之實踐優於未參與者，顯現新竹縣於此相關政策實施效益。教育人員對實施公開授課運作的看法：校長公開授課仍有限制，公開授課宜以互信為基礎，以有效增能為支柱；宜結合校本課程、教師專業社群進行。最後，根據研究發現，提出結論與建議，供教育處、輔導團及各國中小參考。

This study intends to investigate how effective the 12-year Basic education is for lesson study on the competency-driven curriculum by policy promote in Hsinchu County. The electronic questionnaire includes seven dimensions: competency-based teaching, competency-based assessment, lesson study, lesson preparation, teaching observations and feedback, and facilitates discussions of the Teachers' Professional Learning Community (TPLC). Each dimension has three elements: understand, identity, and practice. The teachers of primary and middle school in Hsinchu County randomly filled out questionnaires online, and the number of respondents was 429, accounting for 9.12% of the county's teachers.
Teachers in Hsinchu County have the higher recognition and understanding of competency-based teaching and lesson observation, which shows the effectiveness of policy promoting 12-year Basic Education about lesson study of competency-driven curriculum. The shreds of evidence presented in the following dimensions: teachers agree that competency-based teaching is highest. As for the three steps of lesson study, teaching observation is better than lesson preparation, and professional feedback about teaching, teachers can also think about teaching effectiveness from students' learning motivation and learning performance, which shows that teachers have changed from “concerns focus on the self” to “concerns focus on pupils and outcomes of teaching”. However, the practices in below that still need to be strengthened just like competency-based assessment, lesson study and facilitate teams' discussions, integrated curriculum, competency-based teaching, multi-creative teaching strategies. Finally, teachers have a high degree of attitude towards the expression and exchange of opinions in full engagement TPLC; nevertheless, they still expect the professionalism of the discussion and the promotion of the practice of competency-based teaching and evaluation.
The implementation benefits among different groups were also analyzed: education stage, school size, the teaching practice division, and various domains of Compulsory Education Advisory Group. To illustrate, elementary school is better than Junior high school, and the small school is better than the medium and large school. In addition, the participation in teacher training and TPLC conducted by School or Compulsory Education Advisory Group in Hsinchu County, and whether they serve as professional services will also affect the presentation of implementation benefits, such as participants or play the role of TPLC's leader. The advisor is better than those who didn’t participate or be not in the practice of competency-based teaching, assessment and lesson study, and others dimensions.
From the perspective of educational administrators from the interview, we can see that the lesson study of principals is still facing many challenges. We should realize mutual trust and effective empowerment through the curriculum developed by schools and the professional learning community of teachers.
Finally, based on the study's findings, the paper puts forward conclusions and suggestions for the reference of the Department of Education, Compulsory Education Advisory Group, and all Primary and Secondary Schools in Hsinchu County.