國民中小學教師效能與學校本位教學視導模式之建構

Abstract

本研究旨在針對國民中小學教師效能及本位視導制度之探討，並發展出適用我國之「國民中小學教師教學檢核表」。第一階段研究以參考 Danielson(1996) 之教學專業架構編擬「國民中小學教師教學檢核表」，針對二十所國中、小學校發出問卷 400 份，回收問卷 367 份，問卷回收率為 91.75%。回收問後經篩選剔除漏答超過四分之一以上及答案過於一致之問卷，有效問卷共計 323 份，有效問卷比率為 88.01﹪。並根據問卷結果進行項目分析及因素分析，據以修正檢核表；本研究第二階段為學者專家審查，共邀請十二位學者專家，進行二次審查。第一次為座談審查並填寫書面審查表，第二次則依據第一次審查結果加以修正後再請學者專家進行書面審查。經過二次審查取得學者專家之共識，修正完成「國民中小學教師教學檢核表」，涵蓋「教學計畫與準備」，「教學知能及技巧」，「班級環境的營造」「專業責任與成長」四層面，共計有五十題，評量指標為「優」、「良」、「可」、「待改進」四級，檢核後並可計分（「優」為 4 分、「良」為 3 分、「可」為 2 分、「待改進」為 1 分，總計最高分為 200 分，最低分為 50 分），可作為國民中小學教師教學自我省思或評鑑輔導實習教師或初任教師之用。

Investigating both the effectiveness and school-based supervision of elementary and junior high school teachers in order to develop a proper teaching checklist was the purpose of this study. In first stage, the study took the viewpoint of professional teaching framework of Danielson (1996) to revise a new teaching checklist. And then the study used questionnaire to get opinions for using this checklist from 400 teachers out of 20 elementary and junior high schools. The response rate and effective rate of this survey were 91.75% and 88.01 respectively. Moreover, item and factor analysis are used to modify this checklist. During second stage, the study invited 12 experts to examine and modify this checklist by 2 rounds. After two stages of procedure mentioned above, the final checklist includes 4 categories and 50 items. There are a) planning and preparation, b) instruction knowledge and skills, c) the classroom environment cultivation, and d) professional responsibilities and growth. This checklist can be used as a useful tool to review intern/novice/beginning teachers of elementary and junior high school as well as a self-evaluation for experienced teachers.