資源教室使用－協同教學在高職職業課程的困境與對策

10.6473/YCTCCK.201011.0018

劉嘉怡

協同教學法 ； 資源教室 ； 職業教育 ； 高職教育 ； 職業課程 ； cooperative teaching ； resource room ； vocational education ； senior vocational school ； vocational curriculum

雲嘉特教期刊

12期（2010 / 11 / 01）

18 - 24

繁體中文

1990年代出現的「協同教學模式」，為透過教師與專家的合作協商而產生的問題解決方式。近年來，Friend（2007）則認為協同教學是兩位具有不同專長之教師共同授課，分享彼此的專業知識及經驗，進行溝通，融合不同的專業知識，因而使學生受益之一種特別合作關係的教學。身處專業分化的社會中，如何與人合作學習並進行教學，是協同教學所面臨的最大挑戰，尤其是在分科教學明顯的職業學校裡，如何貫徹執行尤為困難。本文將分享筆者進行協同教學的經驗、遭遇之困境及提出可能改善策略。

”Cooperative Teaching Model” presented in the 1990's was one educational solution style via the cooperation of classroom teachers and professionals. Friend (2007) recently found that the co-teaching partnership was a special relationship between two teachers in the different fields needed to communicate with each other to share and to combine their professional knowledge, experiences, and skills.In the modern society, how to communicate and learn with other people is the greatest challenge of the co-teaching partnership. Especially, it is extremely difficult to be executed in senior vocational schools because all subjects are classified. In this paper, I am going to share my experience of cooperative teaching, predicament, and to suggest possible improvement strategies.