建構混成教學能力指標之研究

Establishment of Blended-Learning Teaching Competence Indicators

在數位科技載具應用與資訊蓬勃發展的時代，數位化教學已是未來教學與學習的趨勢，尤其是2020年的COVID-19疫情，已使許多學校停課，亦有部分國家依地區狀況停課或減少上課天數，然而，為了不影響學生的學習，使得遠距離教學及混成教學即成為急迫性的需求與實踐。本研究旨在建構中、小學教師混成教學能力指標，以教師專業評鑑規準、教師數位教學能力成熟度模型及混成教學實證研究為理論基礎，制定混成教學能力指標為三面向及11項要素，後續運用修正式德爾菲法與模糊層級分析法進行資料蒐集與分析。研究結果指出，「課程設計與教學」面向權重為 .40、「班級經營與輔導」為 .40、「專業精進與責任」為 .18，而將所有要素依面向及要素的權重加乘後，權重的前三項要素依序為「A-3運用適切混成教學策略與溝通技巧，幫助學生學習」、「B-3了解學生個別差異，協助學生適性發展」、「B-2安排混成教學之學習情境，促進師生互動」。最後，依據研究結果建議中、小教師在專業素養指標、課程核心內容、教師研習、教師專業社群、輔導團與觀課中加入混成教學能力之理念與專業課程等實務建議。

In an era when information technology and digital applications develop rapidly, digitalized teaching has become the trend for future teaching and learning. Specifically, due to the COVID-19 pandemic in 2020, classes in numerous countries have been suspended. In some countries, on the basis of regional conditions, classes have been suspended, or the number of days to schools have been reduced. However, in order not to affect students’ learning, the implementation of distant teaching and blended teaching is imperative. This study established the blended teaching competence indicators of high school and elementary school teachers. The theoretical bases for these indicators were standards for teacher evaluation, maturity model of teachers’ digital teaching competence, and empirical studies on blended teaching. The blended teaching competence indicators were divided into three dimensions involving 11 factors. Subsequently, modified Delphi method and fuzzy hierarchical analysis method were used for data collection and analysis. The research results showed that course design and teaching dimension, classroom management and counseling dimension, and professional advancement and responsibility dimension weighted .40, .40, and .18, respectively. After all factors were multiplied by the weights of the dimensions and factors, the three factors with the top three weights were, in descending order A-3, B-3, and B-2. Finally, based on the research results, this study proposed practical suggestions for high school and elementary school teachers regarding integrating the concept of blended teaching and professional courses into professional literacy indicators, core curriculum content, teacher training, teacher’s professional social communities, counseling group, and classroom observation.