提升教師課程改革關注之行動研究

An Action Research on Upgrading Teachers Concern about Curriculum Change

10.7073/JNHTCA.200505.0019

阮光勛(Guang-Xuen Ruan)

九年一貫課程 ； 行動研究 ； 關注本位採用模式 ； 9-year joint curriculum ； action research ； CBAM

花蓮師院學報（教育類）

20期（2005 / 05 / 01）

19 - 43

繁體中文

本研究旨在透過提升教師課程改革之關注階段，協助學校落實九年一貫課程於教學現場。研究問題有二：其一是瞭解研究者所服務學校之教師對九年一貫課程改革的關注階段，並據之研擬課程實施之行動方案；其二是瞭解研究者所進行之行動方案，是否幫助提升學校教師對九年一貫課程改革的關注階段，並落實於學校現場。 為達成此一研究目的，研究者首先採用關注本位採用模式的「關注階段」問卷進行瞭解研究者服務學校實施九年一貫課程的現況。研究結果顯示，研究者服務學校之教師是個關心九年一貫課程，卻不打算積極實施的「非使用者」，而研究者初擬之行動方案並無助於使教師成為積極的「使用者」。對於此現象，研究者隨後抽取三位教師進行訪問，以瞭解行動方案無法幫助教師提升對九年一貫課程改革關注階段的原因，並據以修正行動方案，而此修正後的行動方案經一年的實施後，已略見初效。

The research is to promote teachers concern about curriculum change by action research in elementary school. There are two aims: The one is to realize the stage of teachers concern about the innovation of 9-year joint curriculum in the researcher's school and design an action program which is based on former findings, the other is to understand if the action program assist teachers to upgrade their concern stage, and put it into practice in the school. To achieve the aims of this research, the researcher adopts the 'Stages of concern' questionnaire of CABM to understand the condition of curriculum implementation in the researcher's school. The finding is that the teachers in the researcher's school care for 9-year joint curriculum, but they don't intend to become a enthusiastic user. Besides, the researcher's action program doesn't assist teachers to become enthusiastic users. In light of this, researcher interviewed three colleagues to find the reasons why the action program can't assist teachers to become a enthusiastic user, and look for some possible strategies.

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1. 劉湘瑤,李弘善(2019)。以關注本位採用模式詮釋教師實施海洋教育之個案研究。師資培育與教師專業發展期刊，12(2)，29-62。