同儕互助：教學創新的內在動力

Peer Coaching and Instructional Innovations

10.6384/CIQ.200304.0001

丁鋼(Gang Ding)

同儕互助 ； 教學創新 ； peer coaching ； instructional innovation

課程與教學

6卷2期（2003 / 04 / 01）

1 - 9+109

繁體中文

本文立足於學校本位，旨在探索教師專業發展與教學創新之間的內在關係，力圖爲學校本位的課程教學發展提供新的認識，同時對如何推進教學的教師同儕互助的基本方式加以必要的探討。首先，從教師作爲研究者走向教師之間的同儕互助這一教師專業發展理論與實踐的歷程分析，著重在教師學術自治與個體發展基礎上轉向同儕互助與合作發展方面，探究這種轉化對提升課堂教學的內涵。進而，從以教師專業發展爲核心的學校文化，以及教師教學集體合作等兩個方面，探討和分析在學校中教師同儕互助與教學創新的基本關係。揭示不同學校文化對同儕互助效能影響，並討論教師教學集體合作的同儕互助對課堂教學的實際效用。最後，針對學校本位的教學創新，本文將主要從教師的團隊工作、觀課文化，以及學校與大學即專家和教師之間的合作夥伴關係等方面，研究同儕互助推進課堂教學的一些基本方式。

The paper focused on the relationship between teacher professional development and instruction, try to provide new recognition for school-based development in instruction, and explore the approaches how to promote peer coaching among teachers for instruction. Firstly, it will analyze development stages of teacher professional theory and practice from ”Teacher as Research” to ”Peer Coaching”, which forward autonomous professional and personal development to peer coaching or collegial professional, and find and inquiry the significant intension in change of instruction.Furthermore, it will explore the relationship between peer coaching and instructional innovation in school through two dimensions such as school culture of teacher professional development, collaborative teaching of teachers, and discuss various school culture impacts of peer coaching and teaching efficiency of collaborative teaching of teachers in peer coaching.Finally, the paper will discuss the approaches to towards peer coaching such as team work of teachers, observational culture and university-school partnership for promoting school-based or classroom-based instructional innovations.

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