普通型高中教師使用教科書進行素養導向教學之研究

Competency-Oriented Teaching Using Textbooks in General High Schools

十二年國教課程改革，高中課程變動幅度較大，且高中向來以學科知識教學為主，在教學現場使用教科書仍具普遍性，如何在教科書的使用上轉化為素養教學，值得關注與重視。本研究聚焦基礎學科（國、英、數、社、自），從主動性、探究性、實踐性，建構促進素養導向教學的教科書使用原則，透過問卷調查方式進行現況的瞭解與探討，共計回收675份有效問卷。研究結果顯示：一、教師在使用教科書進行教學時，在素養導向教學的向度上，「主動性」高於「探究性」，而「實踐性」最低；二、教師在「教學前」與「教學後」使用教科書進行素養導向教學的狀況優於「教學中」；三、教師使用教科書引導探究學習的狀況，與整體素養教學高度相關；四、有關教科書使用上，不同教學年資的教師之間沒有顯著差異，而在探究性的表現方面，國文科相對於其他領域更好。根據上述研究結果，本研究提出相關建議。

The 12-Year Basic Education curriculum reform has markedly changed the operation of high schools, especially by prompting a shift from knowledge-based to competency-based education. The objective of this study was to establish guidelines for general high school teachers to effectively implement competency-oriented teaching using textbooks. Main high school subjects including Mandarin, English, mathematics, social studies, and natural science were examined. A questionnaire survey was conducted, and it yielded 675 valid responses for analysis. The study findings are outlined as follows: (1) Regarding competency-oriented textbook use, teachers prioritize “initiative” over “inquiry” and “practice.” (2) In terms of timing, textbook utilization is divided equally between the “postteaching” and “preteaching” stages, and the utilization in both these stages exceeds that “during teaching.” (3) Guidelines for “inquiry”-based textbook use are closely related to overall competency-oriented teaching. (4) Teachers from different backgrounds show no significant differences, regardless of years of teaching experience. Furthermore, the Chinese language subject excels in terms of “inquiry”-based utilization compared with other subjects. Relevant recommendations are provided on the basis of these research findings.