臺灣博碩士論文加值系統

本研究主要目的，在探討我國當前學校本位模式教師專業發展的相關議題；嘗試以九年一貫課程的角度，分析實施學校本位模式教師專業發展之問題，並以九年一貫課程為基礎，建構我國學校本位模式教師專業發展之可行途徑；藉此提供教師本身、學校行政人員及教育行政單位之參考。
為達研究目的，本研究主要以深度訪談法，並輔以文獻分析法，嘗試以九年一貫課程為基礎探討學校本位教師專業發展之相關議題，進行本研究的各項研究工作，研究者實地進入一所國民小學，進行深度訪談並配合相關文件資料的蒐集，以深入瞭解該校以《九年一貫課程》為基礎實施學校本位教師專業發展之現況及其所面臨的困境或問題；在研究程序上，根據本研究之目的與需要，對該校校長，教導和總務主任及六位教師，一共九位研究對象進行訪談，並整理逐字稿，最後就逐字稿內容進行分析討論。
依據相關文獻及訪談內容之分析討論結果，本研究獲致下列結論：
一、九年一貫課程之學校本位教師專業發展，有其優勢與面臨之挑戰，學校應妥善運用其有利條件，尋求解決面對的困境。
二、九年一貫課程迥異於傳統課程，必須藉助學校本位教師專業發展，以提昇教師在課程、教學、輔導及班級經營上之涵養。
三、在建構學校本位教師專業發展途徑時，應考慮下列重點：
（一）學校本位教師專業發展活動之師資和經費
（二）縝密規劃學校本位教師專業發展之內涵
（三）提供多元型態的學校本位教師專業發展活動
（四）彈性安排學校本位教師專業發展活動的時間
（五）遵循學校本位教師專業發展之模式
四、學校本位教師專業發展有四項優點：
（一）專業發展目標：以發展符合教師、學校或社區等特殊需要的專業方案為目標。
（二）專業內涵觀：學校本位教師專業內涵即是學校教育情境與教師同儕、行政人員互動的過程與結果。
（三）教師觀：教師不但有個別差異，也有主動建構學習的能力，學校本住教師專業發展活動得因應教師需求進行調整。
（四）權力觀：學校本位教師專業發展是一種學校成員共同參與的學習活動，學校每一位成員都可以共同參與專業發展活動的設計、規劃及決策。
根據本研究結論，提出下列建議：
一、做好參與者的準備
（一）強化教師心理層面的認知：體認九年一貫課程學校本位教師專業發展之相關議題
（二）落實實際的參與知能：祛除教師心理上的孤立主義，積極與同儕交流互動
二、建構強而有力的支援系統
（一）營造有利學校本住教師專業發展的環境，促進教師專業成長
（二）培養團結和諧的學校組織結構與氣氛，提昇教師專業知能
三、實踐學校本住教師專業發展的功能
（一）兼顧理論與實務，講述與操作，奠立教師專業基礎
（二）協助教師成立專業成長組織，建構專業發展網絡

To search for the subjects about the teacher professional development of the school-based model in our country is the main purpose of this research. From the nines-year-curriculum, try to analysis the questions about school-based model''''s teacher professional development. And form the perspective of nine-year-curriculum better way of the teacher professional development of the school-based model. By means of this search, to provide the teacher, the administrative personnel and the administrative department for reference.
In order to achieve the purpose, it is mainly used advanced visit arid ably assisted by document analysis, and attempt to take the nine-year-curriculum as a base to search the subjects about the teacher professional development of the school-based to progress this research. The researchers on-site inspect an elementary school with an advanced visit and the docunisnt data to understand the current situation and the predicament or the problem in this elementary school. On the research process, according to the purpose and necessary, the persons that have a visit are the principal in the elementary school, the dean of studies, the general affairs, and six teachers. Lastly, from the word manuscript, it will have the analysis and discussion.
Base of the document and the consequence of the analysis of the visit content, here obtain some conclusion below:
1. There are superiority and challenge between the school-based model''''s teacher professional development from the nine-year-curriculum. So, the school should make use of advantaged condition. And find the way to finish of the predicament.
2. The nine-year-curriculum is different from the curriculum of tradition. Due to heighten the teacher''''s quality in the curricuinrn, teaching, guidance and the class operation, it has to depend upon the teacher professional development of the school-based model.
3. To construct the way of the teacher professional development of the school-based, it should consider some important points:
(1). The supply of teachers and expense of the teacher professional developm-ini: of the school-based model.
(2). Plan deliberatsly the connotation of the teacher professional development of the school-based model.
(3). Provide plural forms on the teacher professional developi''''nent of the school-based model.
(4). Arrange elastically the time of the teacher professional development of the school-based model.
(5). Abide by the mode of the teacher professional development of the school-based model.
4. There have four good qualities in the teacher professional development of the school-based model:
(1). The objective of professional development to develop and accord with the special necessary of the teacher, the school or the community.
(2). The view of professional connotation: the connotation of the teacher professional development of the school-based model is equal to the mutual proccess that among the school situation, the teacher and the adminisitrative personnel.
(3). Outlook on teacher: the teachers not only have individual difference, but also actively construct the learning ability. So that, the teacher professional development of the school-based model should regulate for the teacher''''s needs.
(4). The view of authority: the teacher professional development of the school-based model is the learning activity that the members take part in together. Every member can participate in the planning, the project and the policy.
On the basis of the conclusion, it has some suggestion:
1. Make the preparations for being a good participant.
(1). Strengthen the teacher''''s recognition in their psychological level: comprehend the subjects of the school-based model''''s teacher professional development from the nine-year-curriculum.
(2). Fulfill the practical knowledge of participation: eliminate the isolationism in the teacher''''s needs, and actively interchange with the colleagues.
2. Construct the strong and powerful helpful system.
(1). Build an advantage school situation and promote the teacher professional growth.
(2). Raise the united and harmonious organization and atmosphere, and heightens the teacher professional intellectual capacity
3. Fulfill the function of the teacher professional development of the school-based model.
(1). Hold concurrent jobs between theory and actual effect, narrate and operate; and to establish it on the teacher professional base.
(2). Assist the teacher in forming the professional growing organization and construct the professional development network.