國小跨年級教學之教師協作本土模式探究

Exploring the Local Model of Teacher Collaboration in Multi-Grade Instruction in Elementary School

本研究旨在探討跨年級教學推動歷程中的教師協作之實踐經驗，並分析協作歷程中面對的關鍵情境與轉化行動，同時探析教師協作的運作模式與影響。研究採取敘說探究法，由研究者以自我敘說方式形成敘說文本並且進行分析，以深入瞭解國內偏鄉國小推動跨年級教學的教師協作機制、模式及其影響。本研究的研究結果如下：（1）配課、排課、彈性、陪伴、增能是促進校內推展跨年級教學的重要關鍵，家長擔憂、教師懼怕改變、學生自學力弱則是阻礙跨年級教學的因素；（2）跨年級教學的協作歷程可分為參與啟動、行政主導和社群實踐等三個階段；（3）教師協作採取分階段操作的模式，並且具有多元組成及共同目標等特徵。最後，本研究根據研究結果，提出兩項對未來推動跨年級教學教師協作的建議。

This study aims to explore the practical experiences of teacher collaboration in promoting multi-grade instruction, analyze the key situations and transformational actions encountered during the collaborative process, and explore the operational models and impacts of teacher collaboration. The study adopted a narrative inquiry method, with the researcher generating narrative texts through self-narration and conducting analysis to gain a deeper understanding of the mechanisms, models, and impacts of teacher collaboration in promoting multi-grade instruction in rural elementary schools in Taiwan. The findings of this study are as follows: (1) Course allocation, scheduling, flexibility, companionship, and empowering are key elements to promoting multi-grade instruction within schools, while parental concerns, teacher’s fear of change, and students’lower abilities in self-regulated learning are factors that hinder multi-grade instruction; (2) The process of multi-grade instruction collaboration can be divided into three stages: participation and initiation, administrative leadership, and community practice; (3) Teacher collaboration is carried out in stages and is characterized by diverse components and shared goals. Finally, based on the findings, this study provides two recommendations for promoting teacher collaboration in multi-grade in the future.