臺灣博碩士論文加值系統

本研究主要關切之重點為九年一貫課程改革下「教師專業發展之態度與歷程」，分別從教師群體、教師個人、校長與行政人員領導和支援等角度切入，透過質化研究，獲致以下結論：
一、研究個案國民中學教師對於九年一貫課程改革之看法
二、國民中學教師面對九年一貫課程改革之關切情形
三、國民中學教師對於專業發展之思考方式
四、國民中學教師與同僚專業發展之互動方式
五、學校行政人員與小組領導人對於教師專業發展之支援
本研究經實證研究後，並提出下列建議：
一、對於教育機關之建議
（一）教師傳達教育改革不尊重教師專業之不滿，教育機關應深入了解教師需求
（二）教師認為九年一貫課程改革之成效與過去未實施前並無差異，值得相關單位做徹底政策評估
（三）對於九年一貫課程之實施，教育當局應多思考其銜接性
（四）九年一貫課程改革對於完全中學的適用性應再次評估
（五）教師減課攸關教師聘任問題，教育部應思考整體教師聘任制度以解決目前教師面臨上課時數過多，卻又要肩負九年一貫課程改革重責之困境
二、對於中等學校之建議
（一）課程發展委員會參與人數之控制有助於整體運作之效能
（二）課程發展委員會會程時間應有效能應用
（三）課程發展委員會課程發展工作執行應訂定明確架構與目標
（四）課程時數分配應做全盤性規劃，而非僅由行政制度面做考量
（五）重新檢討教師教學時數，減輕教師面對九年一貫課程改革所承受的新衝擊
（六）校方應考量教師學習需求做研習內容之安排
（七）校內、外教師或輔導團人員實例分享應考量教師省思部分
（八）校方應鼓勵教師從事自我進修，而非僅著重強迫性質校內研習時數之考量
（九）改變教師對於教職所持「半專業」心態，促進與專家進行有效之溝通
三、對於教師之建議
（一）教師專業成長常因合作困難而造成停滯，因此屏除學校、機關單位之窒礙因素，教師應積極尋求小組合作之可行性
（二）課程發展工作多數落於小組領導人，對於其他教師專業之成長並無幫助，教師心態之轉換應多加思考
（三）教師關注僅停留於表面學習者為中心的高層次關注階段，教師應透過反省過程，釐清學生為中心學習設計之內涵，以規劃真正為學習者設計之課程內容
（四）早期變革加入者應積極影響變革落後者參與變革
四、對於後續研究之建議
（一）行政人員與教師對於彼此工作壓力之認知相異性大，是否造成目前行政、教師面對九年一貫課程改革無法有效進行合作之問題，值得更進一步探討
（二）對於教師認為教育單位不尊重「教師專業」，卻又在專家前表現「半
專業」心態之，值得更進一部探討
（三）研究本身僅為單一個案之研究，未來研究者可朝多個案或量化研究方向進行相關問題探究

Facing Taiwan Ministry of Educational 9-year integrated curriculum reform，schools have to implement curriculum innovation. To reduce pressures on teachers，educational institutions hold many learning activities for teachers and encourage schools to organize Curriculum Development Committee. However，teachers seem to have less motivation for the educational change. The purpose of this research is to investigate the attitudes and professional development of secondary school teachers during the process of educational change, and to study how the principal and administrator help teachers facing the change. Through 6 months of qualitative study, finding in following perspectives:
1、 The attitudes towers reforms;
2、The concerns of teacher to the curriculum reform;
3、The opinions of senior high school teachers to the professional development;
4、The ways of professional development for teachers and their colleagues;
5、The support of principal, school administrators and team leaders to teacher development.
The research also made the followings suggestions:
1、To the educational authorities:
（1）Understanding the needs of teacher deeply before promoting innovation;
（2）Assessing the policy carefully;
（3）Making string curriculum connection ;
（4）Assessing the adoption of curriculum reform to the comprehensive school;
（5）Releasing teachers working loads.
2、To the senior high school:
（1）Curriculum Committee did enhance the effectiveness curriculum reform;
（2）Curriculum committee schedules should be used efficiently
（3）Curriculum committee should provides a clear working scope and objective
（4）Curriculum time should be planed generally, not just think about the policy aspect
（5）Considering about the teaching time to lose teachers’ charge when facing curriculum reform
（6）School should consider about teachers’ need for professional learning and reflection;
（7）School should encourage teacher to take initiation in professional learning;
（8）School should increase the opportunity for teachers to dialogue with experts
3、The suggestion to the teachers:
（1）teacher professional development depends on cooperation among teachers;
（2）Curriculum development is facilitated by team leaders
（3）Teacher should go through the process of reflection to reach the real meaning of “learner centered “
（4）Early innovation adopter could have influence on later adopter

目次
第一章 序論…………………………………………………………………………1
第一節 研究動機.……………………………………………………..1
第二節 研究目的與問題….…………………………………………..4
第三節 研究範圍與研究限制.………………………………………..5
第四節 名詞釋義.……………………………………………………..6
第二章 文獻探討.…………………………………………………..7
第一節 九年一貫課程教育改革.……………………………………..7
第二節 教師專業發展…………………………………………………14
第三節 教育變革與教師改變…………………………………………26
第三章 研究方法……………………………………………………56
第一節 研究場所………………………………………………………56
第二節 研究對象………………………………………………………58
第三節 研究程序………………………………………………………60
第四節 研究資料蒐集技巧……………………………………………63
第五節 資料分析………………………………………………………67
第六節 信度與效度檢核………………………………………………70
第四章 研究發現與討論……………………………………………71
第一節 台北高中課程發展委員會……………………………………71
第二節 台北高中課程發展委員會教師專業發展…………………..112
第三節校長、行政人員與小組領導人之課程領導………………….163
第五章 研究結論與建議…………………………………………..194
第一節 研究結論……………………………………………………..194
第二節 研究建議…………………..…………………………………200
參考書目……………………………………………………………….204
附錄一 觀察同意書……………………………………………………210
附錄二 訪談同意書……………………………………………………211
附錄三 分結構性觀察表………………………………………………212
附錄四 教師訪談大綱…………………………………………………214
附錄五 校長訪談大綱…………………………………………………215
附錄六 觀察分析表……………………………………………………216
附錄七 訪談分析表……………………………………………………217
附錄八 訪談回饋表……………………………………………………218
附錄九 資料分析例舉…………………………………………………219

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