Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 實驗學校教師專業學習社群課程發展經驗之個案研究—活動理論觀點
A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience： An Activity Theory Perspective作者 顏郁庭
Yen, Yu-Ting貢獻者 鄭同僚
顏郁庭
Yen, Yu-Ting關鍵詞 實驗教育
活動理論
教師專業學習社群
校本課程發展
Experimental Education
Activity Theory
Professional Learning Community
School-based Curriculum Development日期 2024 上傳時間 2-May-2024 10:29:23 (UTC+8) 摘要 108課綱後，體制內學校獲得了更多的課程改革空間，同時也面臨跨域與創新的需求，使得教師合作愈發重要。在此情況下，教師專業學習社群可說是最多學校尋求之解方。而許多實驗學校因在課綱改革前即已轉型，故有著比體制內學校更加成熟的經驗，解析這些學校的社群發展經驗，能夠幫助體制內學校發展跨領域且創新的課程。因此，本研究以一所實驗學校的教師專業學習社群為個案，深入觀察一所實驗學校在轉型後，面對新課程的開發，如何運用與發展教師專業學習社群，完成一堂符合該校特色及教育理念的跨領域課程。意欲藉此經驗與發展模式，讓往後想發展實驗教育的體制內學校能參考、承繼與學習。 本研究的目的有二：其一，透過訪談與會議觀察，以文化—歷史活動理論為探究組織學習的研究工具，自一所實驗學校的教師專業學習社群，其發展專題探索課程之歷程切入，繼而從細部記錄、分析社群教師為執行此課程而遭逢的困境與系統性矛盾，以及歷經矛盾後社群的轉化行動。其二：從個案教師專業學習社群的展化學習歷程中，尋找其中所潛藏的動能，以形塑教師專業學習社群的支持與運作系統。 研究結果主要有兩個部分：首先，藉由活動理論辨識5個擾動議題、分析8個系統性矛盾、追蹤6個展化學習行動，形成個案社群的三階段展化學習循環，並以此呈現創新課程的實踐歷程。接著自影響個案社群的學校外部、學校內部、社群內部等三個層面，探詢社群展化學習行動之動力來源，形塑出一個教師專業學習社群的支持與運作系統。針對研究結果進行兩個討論：第一，理論層面，教師專業學習社群結合活動理論之新探；第二，現象層面，教師專業學習社群發展創新課程的潛藏危機。 最後，基於研究結果與討論的內容，本研究進一步提出幾個研究建議以及研究展望，首先是對教師專業學習社群發展跨域創新課程的建議，教育行政機關方面需重視教師超學科跨領域課程的能力培訓；學校方面需考量校本課程主題的適切性、校訂課程的分工協調應著重教師動機、給予新課程研發的緩衝時間；教師心態方面若以學生為中心的教學能削弱對於課程計畫的依賴性、擁有改變的彈性與試驗的容錯。而未來希望能發展出更多具特殊性的實徵研究，並嘗試發展縱向研究，以持續追蹤社群發展的永續性。未來研究亦可以使用活動理論自我評估或介入調整，並繪製不同樣態的教師專業學習社群支持系統，用於教育評鑑與自我檢核。
A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience：An Activity Theory Perspective Abstract After the 108 curriculum, schools within the system have gained more space for curriculum reform. Faced with the need for cross-domain and innovation, teacher cooperation has become increasingly important. In this case, teacher-professional learning communities can be said to be the solution that most schools are looking for. Many experimental schools have been transformed before the curriculum reform, so they have more mature experience than schools within the system. Analyzing the community development experience of these schools can help schools within the system develop cross-field and innovative courses. Therefore, this study takes the teachers' professional learning community in an experimental school as a case study to conduct an in-depth observation of how an experimental school uses and develops the teachers' professional learning community after its transformation and in the face of the development of new courses to complete a lesson that is suitable for the school. Cross-field courses with special features and educational concepts. It is intended that this experience and development model can be used as a reference, inheritance, and learning by schools within the system that want to develop experimental education in the future. The purpose of this study is twofold: First, through interviews and meeting observations, using cultural-historical activity theory as a research tool to explore organizational learning, the process of developing thematic exploration courses from a teacher professional learning community in an experimental school Cut in, and then record and analyze in detail the difficulties and systemic contradictions that community teachers encountered in implementing this curriculum, as well as the transformation actions of the community after experiencing conflicts. Second: Find the hidden momentum in the developmental learning process of case teachers’ professional learning communities to shape the support and operation system of teachers’ professional learning communities. The research results mainly include two parts: First, through activity theory, 5 disturbing issues, 8 systemic contradictions analyzed, and 6 developmental learning actions tracked, a three-stage developmental learning cycle of the case community was formed, and based on this Present the practical process of innovative courses. Then, from the three levels that affect the case community: outside the school, inside the school, and the community, we explore the source of motivation for the community's developmental learning actions and shape a support and operation system for a teacher professional learning community. Two discussions are conducted based on the research results: first, the theoretical level, a new exploration of the theory of teacher professional learning community integration activities; second, the phenomenon level, the hidden risks of innovative courses for teacher professional learning community development. Based on the research results and discussion content, this study further puts forward several research suggestions and research prospects. The first is the suggestion for the development of cross-domain innovative courses for teachers’ professional learning communities. Educational administrative agencies need to pay attention to transdisciplinary and cross-domain courses for teachers. Ability training; schools need to consider the appropriateness of school-based curriculum topics, the division of labor, and coordination of school-based curriculum should focus on teacher motivation, and give buffer time for new curriculum development; in terms of teacher mentality, if student-centered teaching can weaken the focus on curriculum planning The dependence of painting, the flexibility to change and the tolerance for experimentation. In the future, we hope to develop more specific empirical research and try to develop longitudinal research to continue tracking the sustainability of community development. Future research can also use activity theory for self-evaluation or intervention adjustment, and draw different types of teacher professional learning community support systems for educational evaluation and self-examination.參考文獻 壹、 中文部分 Senge P. M. ( 2019 ) 。第五項修練—學習型組織的藝術與實務〔郭進隆；全新修訂版〕。天下文化。 丁一顧 ( 2011 ) 。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報，37，1-26。 丁一顧 ( 2013 ) 。校長轉型領導與教師專業學習社群關係之研究。屏東教育大學 學報，41，71-100。 丁一顧、吳宜蓉 ( 2017 ) 。善用同儕式校長領導促進教師專業學習社群之發展。教育研究月刊，278，15-29。https://doi.org/10.3966/168063602017060278002 丁一顧、王淑麗、王孝維 ( 2019 ) 。國小校長共創式領導與教師專業學習社群關 係之研究：以教師信任為中介變項。教育政策論壇，64 ( 3 ) ，111-141。https://doi.org/doi:10.6209/JORIES.201909_64(3).0009 丁一顧、江姮姬 ( 2020 ) 。臺灣教師專業學習社群實徵研究之分析與展望。教育研究與發展期刊，16 ( 2 ) ，135-162。https://doi.org/10.6925/SCJ.202006_16 ( 2 ) .0005 江蕙伶、張繼寧 ( 2011 ) 。專業學習社群 ( PLC ) 。臺灣師資培育電子報，24。https://teacher.edu.tw/packages/tted/web/epaper/others/dictionary_24.pdf 吳俊憲 ( 2010 ) 。教師專業學習社群的理念與實施。靜宜大學師培實習輔導通訊，9，5-7。 吳俊憲、蔡淑芬、吳錦惠 ( 2015 ) 。教師專業學習社群「再聚焦、續深化」的精進作為。臺灣教育評論月刊，4 ( 2 ) ，129-145。 林子斌 ( 2021 ) 。雙語教育實踐的要素：雙語教師專業學習社群之運作與功能初探。教育研究月刊，327，4-14。https://doi.org/10.53106/168063602021070327001 林佩璇、高翠鴻、許燕萍 ( 2016 ) 。差異化教學的矛盾與轉化：活動理論觀。中等教育，67 ( 4 ) ，7-20。http://dx.doi.org/10.6249/SE.2016.67.4.02 林佩璇 ( 2019 ) 。教學活化，活化教學：文化歷史活動理論觀。課程與教學季刊，22 ( 1 ) ，17-37。http://dx.doi.org/10.6384/CIQ.201901_22 ( 1 ) .0002 林佳慧 ( 2020 ) 。國中自主學習課程轉化之個案研究─以文化歷史活動理論為取徑〔未出版之博士論文〕。國立臺灣師範大學教育課程與教學研究所。 林曉雯 ( 2000 ) 。教育大辭書。http://terms.naer.edu.tw/detail/1301798/ 胡幼慧、姚美華 ( 1996 ) 。一些質性方法上的思考：信度與效度？如何抽樣？如何蒐集資料、登錄與分析？。收錄於胡幼慧(主編)，質性研究：理論、方法及本土女性主義研究實例 (141-158頁 ) 。巨流圖書公司，。 孫志麟 ( 2009 ) 。師資教育的未來：政策與實踐。學富。 張芷瑄、陳斐卿 ( 2020 ) 。教師集體課程創新─轉化能動性概念工具的再探究。課程與教學季刊，23 ( 1 ) ，93-116。 https://doi.org/10.6384/CIQ.202001_23(1).0004 張芷瑄 ( 2021 ) 。公立小校轉型實驗學校的矛盾與展化〔未出版之博士論文〕。國立中央大學學習與教學研究所。 張嘉容、張媛甯 ( 2018 ) 。國小教師文化與教師專業學習社群發展之個案研究。 學校行政，114，252-281。https://doi.org/10.6423/HHHC.201803_(114).0012 張德銳、王淑珍 ( 2010 ) 。教師專業學習社群在教學輔導團教師制度中的發展與實踐 。臺北市立教育大學學報，41 ( 1 ) ，61‒90。 教育部 ( 2008 ) 。97年國民中小學九年一貫課程綱要。教育部。https://www.k12ea.gov.tw/Tw/Common/SinglePage?filter=F34E9417-8374-4A02-97CC-0DEDFD13514F 教育部 ( 2009 ) 。中小學教師專業學習社群手冊。教育部。https://cirn.moe.edu.tw/BOOK/UpLoad/eBook/477/477-%E4%B8%AD%E5%B0%8F%E5%AD%B8%E6%95%99%E5%B8%AB%E5%B0%88%E6%A5%AD%E5%AD%B8%E7%BF%92%E7%A4%BE%E7%BE%A4%E6%89%8B%E5%86%8A.pdf 教育部 ( 2010 ) 。教育部補助辦理教師專業發展評鑑實施要點。教育部。http://ws.moe.edu.tw/001/Upload/userfiles/url/20120921155650/dma7db0b07090d0d0c9.pdf 教育部 ( 2014 ) 。十二年國民基本教育課程綱要總綱。教育部。https://www.naer.edu.tw/upload/1/16/doc/288/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1.pdf 陳文彥 ( 2019 ) 。專業學習社群與學校課程發展。教育研究月刊，308，17-33。https://doi.org/10.3966/168063602019120308002 陳向明 ( 2002 ) 。社會科學質的研究。五南。 陳汶靖 ( 2019 ) 。一所普通型高中課綱轉化與展化學習之研究—從文化歷史活動理論取徑〔未出版之碩士論文〕。國立臺灣師範大學教育政策與行政研究所。 陳佩英、焦傳金 ( 2009 ) 。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54 ( 1 ) ，55-86。 陳佩英、曾正宜 ( 2011 ) 。探析專業學習社群的展化學習經驗與課程創新行動。教育研究集刊，57 ( 2 ) ，39-84。 陳佩英 ( 2012 ) 。教師專業發展的第四條路：學習社群實踐的理論轉化。載於中國教育學會 ( 主編 ) ，2020教育願景 (307-358頁 ) 。學富。 陳佩英、鄭美瑜、黃琪、鄭毓瓊、林雅婷 ( 2016 ) 。教育學想像的促能：跨校網絡學習社群與校本學習社群的共享願景實踐。教育研究月刊，265，291-109。https://doi.org/10.3966/168063602016050265007 陳佩英、沈心慈 ( 2021 ) 。師說新語。臺灣師大出版社。 陳佳萍、王瑞壎 ( 2011 ) 。教師專業學習社群之探究：以學校文化發展為例。教 育研究月刊，208，53-68。 陳美娟 ( 2015 ) 。我國國民補習學校課程綱要總綱研擬團隊的展化學習歷程研究 〔未出版之碩士論文〕。國立臺中教育大學。 陳斐卿、林盈秀、蕭述三 ( 2013 ) 。教師合作設計課程的困難—活動理論觀點。教育實踐與研究，26 ( 1 ) ，63-94。 陳榮政 ( 2021 ) 。我國實驗教育實徵研究之分析與展望。教育研究與發展期刊，17 ( 4 ) ，69-96。https://doi.org/10.6925/SCJ.202112_17(4).0003 馮莉雅、林惠儀、張翠倫 ( 2012 ) 。教師專業學習社群協助國小教師增進十二年國民基本教育教學知能之研究。國民教育學報，9，175-197。http://dx.doi.org/10.6390/JREE.201212.0175 馮莉雅 ( 2013 ) 。從教師專業發展評鑑探究國中教師專業學習社群之成效：以高雄市為例。師資培育與教師專業發展，6 ( 2 ) ，65-90。https://doi.org/10.3966/207136492013120602004 馮莉雅 ( 2018 ) 。教師專業學習社群運作分析之研究：以增進新課綱知能為例。教育研究月刊，293，53-72。https://doi.org/10.3966/168063602018090293004 黃志賢、林福來 ( 2008 ) 。利用活動理論分析臺灣泰雅族國中生的數學學習並設計教學活動。科學教育學刊，16 ( 2 ) ，147-169。 黃建榮 ( 2015 ) 。小校轉型與翻轉教育的契機嗎？新北市教育，14，23-24。 黃郁珊 ( 2021 ) 。以活動理論觀點探究校長社群的展化學習實踐〔未出版之碩士論文〕。國立臺灣師範大學教育政策與行政研究所。 楊龍立 ( 2016 ) 。活動理論簡介及評析。國教新知，63 ( 3 ) ，3-10。http://dx.doi.org/10.6701/TEEJ.201609_63(3).0001 萬家春 ( 2016 ) 。借鏡 Dewey 的學習社群理想，推動教師專業學習社群。國教新知，63 ( 3 ) ，11-23。http://dx.doi.org/10.6701/TEEJ.201609_63(3).0002 詹志禹 ( 2016 ) 。國內外創新教育動向。載於臺北市中等學校校長會議之跨界創 新教育論壇手冊 (151-155頁 ) 。臺北市政府教育局。 廖炳煌 ( 2008 ) 。探索教育課程目標與內容之研究 〔未出版之碩士論文〕。國立臺灣師範大學。 劉世雄 ( 2017 ) 。臺灣國中教師對共同備課、公開觀課與集體議課的實施目的、關注內容以及專業成長知覺之研究。當代教育研究季刊，25 ( 2 ) ，43-76。https://doi.org/10.6151/CERQ.2017.2502.02 劉倚禔、吳勁甫 ( 2017 ) 。教師專業學習社群與教師教學效能關係之後設分析。 教育科學期刊，16 ( 1 ) ，157-169。 潘慧玲、黃曬莉、陳文彥、鄭淑惠 ( 2020 ) 。學校準備好了嗎？國高中教育人員 實施108課綱的變革準備度。教育研究與發展期刊，16 ( 1 ) ，65-100。https://doi.org/10.6925/SCJ.202003_16(1).0003 蔡居澤、廖炳煌 ( 2001 ) 。探索教育與活動學校。翰林。 盧乃桂、何碧愉 ( 2010a ) 。能動者行動的意義—探析學校發展能量的提升歷程。教育學報，38 ( 1 ) ，1-31。 盧乃桂、何碧愉 ( 2010b ) 。能動者工作的延續力：學校改進的啟動與更新。教育學報，38 ( 2 ) ，1-39。 親子天下 ( 2022 ) 。2022最新實驗學校、機構、團體總覽。https://www.parenting.com.tw/member_download/getfile.php?id=354&token=cf853042215a9a0a5819b657f1ca0ed4&utm_source=Parenting.Website&utm_medium=referral&utm_campaign=cp-w1-media-%E5%AF%A6%E9%A9%97%E5%AD%B8%E6%A0%A1%E6%9C%83%E5%93%A1%E4%B8%8B%E8%BC%89%EF%BC%BF%E5%AE%98%E7%B6%B2%E6%96%87%E7%AB%A0-220329 謝幸吟、張正平、郭俊麟 ( 2017 ) 。教師專業學習社群知識分享、創意教學與社 群召集人轉型領導關係之研究。師資培育與教師專業發展期刊，10 ( 2 ) ，139 -166。 簡菲莉、陳佩英 ( 2018 ) 。一所高中學校轉型之歷程研究：活動理論取徑。教育研究與發展期刊，14 ( 3 ) ，65-100。https://doi.org/10.3966/181665042018091403003 譚彩鳳 ( 2011 ) 。有效能教師學習社群之發展：香港個案研究。教育研究與發展期刊，7 ( 2 ) ，213-246。 貳、 英文部分 Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree. DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11. DuFour, R., DuFour, R. B., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree. Eaker, R., DuFour, R., & DuFour, R. B. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit. Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R-L. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge University Press. Engeström, Y. (1999b). Innovative learning in work teams: analyzing cycles of knowledge creation in practice . In Y. Engeström, R. Miettinen, & R-L. Punamaki (Eds.), Perspectives on activity theory (pp.377-404). Cambridge University Press. Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960-974. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747 Engeström, Y. (2008). From Teams to Knots: Activity-theoretical studies of collaboration and learning at work. Cambridge. Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge University Press. Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. https://doi.org/10.1016/j.edurev.2009.12.002 Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387. https://doi.org/10.1108/09534811111132758 Fullan, M. (1992). Successful School Improvement. Buckingham/Philadelphia: Open University Press. Hargreaves, A. (2007). Sustainable professional learning communities. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 181-195). Open University Press. Hipp, K. K., & Huffman, J. B. (Eds.). (2010). Demystifying professional learning communities: School leadership at its best. Rowman & Littlefield Education. Hipp, K., Huffman, J., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173-195. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory. Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Corwin Press and National Association of Secondary School Principals. Hord, S. M., Roussin, J. L., & Sommers, W. A. (2010). Professional learning communities: Inspiration, challenge, surprise, and meaning. Corwin Press. Huffman, J. B., & Hipp, K. K. (2003). Reculturing schools as professional learning communities. Scarecrow Education. Kruse, S. D., Louis, K. S., & Bryk, A. S. (1995). An emerging framework for analyzing school-based professional community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-42). Corwin. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity Theory and Human-Computer Interaction (pp. 17-44). MIT Press. Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall. Leontiev, A. N. (1981). Problems of the development of mind. Progress Publishers. Louis, K . S., & Kruse, S. D.(1995). Professionalism and community: Perspectives on reforming urban schools. Corwin. McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Center for Research on the Context of Secondary School Teaching, Stanford University. Olivier, D. F., & Huffman, J. B. (2016). Professional learning community process in the United States: Conceptualization of the process and district support for schools. Asia Pacific Journal of Education, 36(2), 301-317. https://doi.org/10.1080/02188791.2016.1148856 Rosenholtz, S. (1989). Teacher’s workplace: The social organization of schools. Longman. Senge P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday. Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 1-13). Open University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. 描述 碩士
國立政治大學
教育學系
109152002資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152002 資料類型 thesis dc.contributor.advisor 鄭同僚 zh_TW dc.contributor.author (Authors) 顏郁庭 zh_TW dc.contributor.author (Authors) Yen, Yu-Ting en_US dc.creator (作者) 顏郁庭 zh_TW dc.creator (作者) Yen, Yu-Ting en_US dc.date (日期) 2024 en_US dc.date.accessioned 2-May-2024 10:29:23 (UTC+8) - dc.date.available 2-May-2024 10:29:23 (UTC+8) - dc.date.issued (上傳時間) 2-May-2024 10:29:23 (UTC+8) - dc.identifier (Other Identifiers) G0109152002 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/151087 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 109152002 zh_TW dc.description.abstract (摘要) 108課綱後，體制內學校獲得了更多的課程改革空間，同時也面臨跨域與創新的需求，使得教師合作愈發重要。在此情況下，教師專業學習社群可說是最多學校尋求之解方。而許多實驗學校因在課綱改革前即已轉型，故有著比體制內學校更加成熟的經驗，解析這些學校的社群發展經驗，能夠幫助體制內學校發展跨領域且創新的課程。因此，本研究以一所實驗學校的教師專業學習社群為個案，深入觀察一所實驗學校在轉型後，面對新課程的開發，如何運用與發展教師專業學習社群，完成一堂符合該校特色及教育理念的跨領域課程。意欲藉此經驗與發展模式，讓往後想發展實驗教育的體制內學校能參考、承繼與學習。 本研究的目的有二：其一，透過訪談與會議觀察，以文化—歷史活動理論為探究組織學習的研究工具，自一所實驗學校的教師專業學習社群，其發展專題探索課程之歷程切入，繼而從細部記錄、分析社群教師為執行此課程而遭逢的困境與系統性矛盾，以及歷經矛盾後社群的轉化行動。其二：從個案教師專業學習社群的展化學習歷程中，尋找其中所潛藏的動能，以形塑教師專業學習社群的支持與運作系統。 研究結果主要有兩個部分：首先，藉由活動理論辨識5個擾動議題、分析8個系統性矛盾、追蹤6個展化學習行動，形成個案社群的三階段展化學習循環，並以此呈現創新課程的實踐歷程。接著自影響個案社群的學校外部、學校內部、社群內部等三個層面，探詢社群展化學習行動之動力來源，形塑出一個教師專業學習社群的支持與運作系統。針對研究結果進行兩個討論：第一，理論層面，教師專業學習社群結合活動理論之新探；第二，現象層面，教師專業學習社群發展創新課程的潛藏危機。 最後，基於研究結果與討論的內容，本研究進一步提出幾個研究建議以及研究展望，首先是對教師專業學習社群發展跨域創新課程的建議，教育行政機關方面需重視教師超學科跨領域課程的能力培訓；學校方面需考量校本課程主題的適切性、校訂課程的分工協調應著重教師動機、給予新課程研發的緩衝時間；教師心態方面若以學生為中心的教學能削弱對於課程計畫的依賴性、擁有改變的彈性與試驗的容錯。而未來希望能發展出更多具特殊性的實徵研究，並嘗試發展縱向研究，以持續追蹤社群發展的永續性。未來研究亦可以使用活動理論自我評估或介入調整，並繪製不同樣態的教師專業學習社群支持系統，用於教育評鑑與自我檢核。 zh_TW dc.description.abstract (摘要) A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience：An Activity Theory Perspective Abstract After the 108 curriculum, schools within the system have gained more space for curriculum reform. Faced with the need for cross-domain and innovation, teacher cooperation has become increasingly important. In this case, teacher-professional learning communities can be said to be the solution that most schools are looking for. Many experimental schools have been transformed before the curriculum reform, so they have more mature experience than schools within the system. Analyzing the community development experience of these schools can help schools within the system develop cross-field and innovative courses. Therefore, this study takes the teachers' professional learning community in an experimental school as a case study to conduct an in-depth observation of how an experimental school uses and develops the teachers' professional learning community after its transformation and in the face of the development of new courses to complete a lesson that is suitable for the school. Cross-field courses with special features and educational concepts. It is intended that this experience and development model can be used as a reference, inheritance, and learning by schools within the system that want to develop experimental education in the future. The purpose of this study is twofold: First, through interviews and meeting observations, using cultural-historical activity theory as a research tool to explore organizational learning, the process of developing thematic exploration courses from a teacher professional learning community in an experimental school Cut in, and then record and analyze in detail the difficulties and systemic contradictions that community teachers encountered in implementing this curriculum, as well as the transformation actions of the community after experiencing conflicts. Second: Find the hidden momentum in the developmental learning process of case teachers’ professional learning communities to shape the support and operation system of teachers’ professional learning communities. The research results mainly include two parts: First, through activity theory, 5 disturbing issues, 8 systemic contradictions analyzed, and 6 developmental learning actions tracked, a three-stage developmental learning cycle of the case community was formed, and based on this Present the practical process of innovative courses. Then, from the three levels that affect the case community: outside the school, inside the school, and the community, we explore the source of motivation for the community's developmental learning actions and shape a support and operation system for a teacher professional learning community. Two discussions are conducted based on the research results: first, the theoretical level, a new exploration of the theory of teacher professional learning community integration activities; second, the phenomenon level, the hidden risks of innovative courses for teacher professional learning community development. Based on the research results and discussion content, this study further puts forward several research suggestions and research prospects. The first is the suggestion for the development of cross-domain innovative courses for teachers’ professional learning communities. Educational administrative agencies need to pay attention to transdisciplinary and cross-domain courses for teachers. Ability training; schools need to consider the appropriateness of school-based curriculum topics, the division of labor, and coordination of school-based curriculum should focus on teacher motivation, and give buffer time for new curriculum development; in terms of teacher mentality, if student-centered teaching can weaken the focus on curriculum planning The dependence of painting, the flexibility to change and the tolerance for experimentation. In the future, we hope to develop more specific empirical research and try to develop longitudinal research to continue tracking the sustainability of community development. Future research can also use activity theory for self-evaluation or intervention adjustment, and draw different types of teacher professional learning community support systems for educational evaluation and self-examination. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與研究動機 1 第二節 研究目的 5 第三節 名詞釋義 6 第二章 文獻探討 8 第一節 教師專業學習社群 8 第二節 活動理論的發展與應用 23 第三節 教師專業學習社群結合活動理論的研究方法 35 第三章 研究設計與實施 37 第一節 研究對象 37 第二節 研究流程 43 第三節 研究工具 44 第四節 資料蒐集與整理 45 第五節 資料分析 48 第六節 研究信實度 50 第七節 研究倫理 51 第四章 研究結果 52 第一節 個案社群成立前的創建背景與籌組歷程 54 第二節 個案社群成立初期之展化學習歷程 73 第三節 個案社群發展中後期之展化學習歷程 87 第四節 教師專業學習社群的支持與運作系統 99 第五章 結論與建議 110 第一節 結論 110 第二節 討論 118 第三節 建議與未來研究展望 123 參考文獻 126 附錄一 134 附錄二 135 zh_TW dc.format.extent 5122891 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109152002 en_US dc.subject (關鍵詞) 實驗教育 zh_TW dc.subject (關鍵詞) 活動理論 zh_TW dc.subject (關鍵詞) 教師專業學習社群 zh_TW dc.subject (關鍵詞) 校本課程發展 zh_TW dc.subject (關鍵詞) Experimental Education en_US dc.subject (關鍵詞) Activity Theory en_US dc.subject (關鍵詞) Professional Learning Community en_US dc.subject (關鍵詞) School-based Curriculum Development en_US dc.title (題名) 實驗學校教師專業學習社群課程發展經驗之個案研究—活動理論觀點 zh_TW dc.title (題名) A Case Study of Experimental School’s Professional Learning Community Curriculum Development Experience： An Activity Theory Perspective en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、 中文部分 Senge P. M. ( 2019 ) 。第五項修練—學習型組織的藝術與實務〔郭進隆；全新修訂版〕。天下文化。 丁一顧 ( 2011 ) 。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報，37，1-26。 丁一顧 ( 2013 ) 。校長轉型領導與教師專業學習社群關係之研究。屏東教育大學 學報，41，71-100。 丁一顧、吳宜蓉 ( 2017 ) 。善用同儕式校長領導促進教師專業學習社群之發展。教育研究月刊，278，15-29。https://doi.org/10.3966/168063602017060278002 丁一顧、王淑麗、王孝維 ( 2019 ) 。國小校長共創式領導與教師專業學習社群關 係之研究：以教師信任為中介變項。教育政策論壇，64 ( 3 ) ，111-141。https://doi.org/doi:10.6209/JORIES.201909_64(3).0009 丁一顧、江姮姬 ( 2020 ) 。臺灣教師專業學習社群實徵研究之分析與展望。教育研究與發展期刊，16 ( 2 ) ，135-162。https://doi.org/10.6925/SCJ.202006_16 ( 2 ) .0005 江蕙伶、張繼寧 ( 2011 ) 。專業學習社群 ( PLC ) 。臺灣師資培育電子報，24。https://teacher.edu.tw/packages/tted/web/epaper/others/dictionary_24.pdf 吳俊憲 ( 2010 ) 。教師專業學習社群的理念與實施。靜宜大學師培實習輔導通訊，9，5-7。 吳俊憲、蔡淑芬、吳錦惠 ( 2015 ) 。教師專業學習社群「再聚焦、續深化」的精進作為。臺灣教育評論月刊，4 ( 2 ) ，129-145。 林子斌 ( 2021 ) 。雙語教育實踐的要素：雙語教師專業學習社群之運作與功能初探。教育研究月刊，327，4-14。https://doi.org/10.53106/168063602021070327001 林佩璇、高翠鴻、許燕萍 ( 2016 ) 。差異化教學的矛盾與轉化：活動理論觀。中等教育，67 ( 4 ) ，7-20。http://dx.doi.org/10.6249/SE.2016.67.4.02 林佩璇 ( 2019 ) 。教學活化，活化教學：文化歷史活動理論觀。課程與教學季刊，22 ( 1 ) ，17-37。http://dx.doi.org/10.6384/CIQ.201901_22 ( 1 ) .0002 林佳慧 ( 2020 ) 。國中自主學習課程轉化之個案研究─以文化歷史活動理論為取徑〔未出版之博士論文〕。國立臺灣師範大學教育課程與教學研究所。 林曉雯 ( 2000 ) 。教育大辭書。http://terms.naer.edu.tw/detail/1301798/ 胡幼慧、姚美華 ( 1996 ) 。一些質性方法上的思考：信度與效度？如何抽樣？如何蒐集資料、登錄與分析？。收錄於胡幼慧(主編)，質性研究：理論、方法及本土女性主義研究實例 (141-158頁 ) 。巨流圖書公司，。 孫志麟 ( 2009 ) 。師資教育的未來：政策與實踐。學富。 張芷瑄、陳斐卿 ( 2020 ) 。教師集體課程創新─轉化能動性概念工具的再探究。課程與教學季刊，23 ( 1 ) ，93-116。 https://doi.org/10.6384/CIQ.202001_23(1).0004 張芷瑄 ( 2021 ) 。公立小校轉型實驗學校的矛盾與展化〔未出版之博士論文〕。國立中央大學學習與教學研究所。 張嘉容、張媛甯 ( 2018 ) 。國小教師文化與教師專業學習社群發展之個案研究。 學校行政，114，252-281。https://doi.org/10.6423/HHHC.201803_(114).0012 張德銳、王淑珍 ( 2010 ) 。教師專業學習社群在教學輔導團教師制度中的發展與實踐 。臺北市立教育大學學報，41 ( 1 ) ，61‒90。 教育部 ( 2008 ) 。97年國民中小學九年一貫課程綱要。教育部。https://www.k12ea.gov.tw/Tw/Common/SinglePage?filter=F34E9417-8374-4A02-97CC-0DEDFD13514F 教育部 ( 2009 ) 。中小學教師專業學習社群手冊。教育部。https://cirn.moe.edu.tw/BOOK/UpLoad/eBook/477/477-%E4%B8%AD%E5%B0%8F%E5%AD%B8%E6%95%99%E5%B8%AB%E5%B0%88%E6%A5%AD%E5%AD%B8%E7%BF%92%E7%A4%BE%E7%BE%A4%E6%89%8B%E5%86%8A.pdf 教育部 ( 2010 ) 。教育部補助辦理教師專業發展評鑑實施要點。教育部。http://ws.moe.edu.tw/001/Upload/userfiles/url/20120921155650/dma7db0b07090d0d0c9.pdf 教育部 ( 2014 ) 。十二年國民基本教育課程綱要總綱。教育部。https://www.naer.edu.tw/upload/1/16/doc/288/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1.pdf 陳文彥 ( 2019 ) 。專業學習社群與學校課程發展。教育研究月刊，308，17-33。https://doi.org/10.3966/168063602019120308002 陳向明 ( 2002 ) 。社會科學質的研究。五南。 陳汶靖 ( 2019 ) 。一所普通型高中課綱轉化與展化學習之研究—從文化歷史活動理論取徑〔未出版之碩士論文〕。國立臺灣師範大學教育政策與行政研究所。 陳佩英、焦傳金 ( 2009 ) 。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54 ( 1 ) ，55-86。 陳佩英、曾正宜 ( 2011 ) 。探析專業學習社群的展化學習經驗與課程創新行動。教育研究集刊，57 ( 2 ) ，39-84。 陳佩英 ( 2012 ) 。教師專業發展的第四條路：學習社群實踐的理論轉化。載於中國教育學會 ( 主編 ) ，2020教育願景 (307-358頁 ) 。學富。 陳佩英、鄭美瑜、黃琪、鄭毓瓊、林雅婷 ( 2016 ) 。教育學想像的促能：跨校網絡學習社群與校本學習社群的共享願景實踐。教育研究月刊，265，291-109。https://doi.org/10.3966/168063602016050265007 陳佩英、沈心慈 ( 2021 ) 。師說新語。臺灣師大出版社。 陳佳萍、王瑞壎 ( 2011 ) 。教師專業學習社群之探究：以學校文化發展為例。教 育研究月刊，208，53-68。 陳美娟 ( 2015 ) 。我國國民補習學校課程綱要總綱研擬團隊的展化學習歷程研究 〔未出版之碩士論文〕。國立臺中教育大學。 陳斐卿、林盈秀、蕭述三 ( 2013 ) 。教師合作設計課程的困難—活動理論觀點。教育實踐與研究，26 ( 1 ) ，63-94。 陳榮政 ( 2021 ) 。我國實驗教育實徵研究之分析與展望。教育研究與發展期刊，17 ( 4 ) ，69-96。https://doi.org/10.6925/SCJ.202112_17(4).0003 馮莉雅、林惠儀、張翠倫 ( 2012 ) 。教師專業學習社群協助國小教師增進十二年國民基本教育教學知能之研究。國民教育學報，9，175-197。http://dx.doi.org/10.6390/JREE.201212.0175 馮莉雅 ( 2013 ) 。從教師專業發展評鑑探究國中教師專業學習社群之成效：以高雄市為例。師資培育與教師專業發展，6 ( 2 ) ，65-90。https://doi.org/10.3966/207136492013120602004 馮莉雅 ( 2018 ) 。教師專業學習社群運作分析之研究：以增進新課綱知能為例。教育研究月刊，293，53-72。https://doi.org/10.3966/168063602018090293004 黃志賢、林福來 ( 2008 ) 。利用活動理論分析臺灣泰雅族國中生的數學學習並設計教學活動。科學教育學刊，16 ( 2 ) ，147-169。 黃建榮 ( 2015 ) 。小校轉型與翻轉教育的契機嗎？新北市教育，14，23-24。 黃郁珊 ( 2021 ) 。以活動理論觀點探究校長社群的展化學習實踐〔未出版之碩士論文〕。國立臺灣師範大學教育政策與行政研究所。 楊龍立 ( 2016 ) 。活動理論簡介及評析。國教新知，63 ( 3 ) ，3-10。http://dx.doi.org/10.6701/TEEJ.201609_63(3).0001 萬家春 ( 2016 ) 。借鏡 Dewey 的學習社群理想，推動教師專業學習社群。國教新知，63 ( 3 ) ，11-23。http://dx.doi.org/10.6701/TEEJ.201609_63(3).0002 詹志禹 ( 2016 ) 。國內外創新教育動向。載於臺北市中等學校校長會議之跨界創 新教育論壇手冊 (151-155頁 ) 。臺北市政府教育局。 廖炳煌 ( 2008 ) 。探索教育課程目標與內容之研究 〔未出版之碩士論文〕。國立臺灣師範大學。 劉世雄 ( 2017 ) 。臺灣國中教師對共同備課、公開觀課與集體議課的實施目的、關注內容以及專業成長知覺之研究。當代教育研究季刊，25 ( 2 ) ，43-76。https://doi.org/10.6151/CERQ.2017.2502.02 劉倚禔、吳勁甫 ( 2017 ) 。教師專業學習社群與教師教學效能關係之後設分析。 教育科學期刊，16 ( 1 ) ，157-169。 潘慧玲、黃曬莉、陳文彥、鄭淑惠 ( 2020 ) 。學校準備好了嗎？國高中教育人員 實施108課綱的變革準備度。教育研究與發展期刊，16 ( 1 ) ，65-100。https://doi.org/10.6925/SCJ.202003_16(1).0003 蔡居澤、廖炳煌 ( 2001 ) 。探索教育與活動學校。翰林。 盧乃桂、何碧愉 ( 2010a ) 。能動者行動的意義—探析學校發展能量的提升歷程。教育學報，38 ( 1 ) ，1-31。 盧乃桂、何碧愉 ( 2010b ) 。能動者工作的延續力：學校改進的啟動與更新。教育學報，38 ( 2 ) ，1-39。 親子天下 ( 2022 ) 。2022最新實驗學校、機構、團體總覽。https://www.parenting.com.tw/member_download/getfile.php?id=354&token=cf853042215a9a0a5819b657f1ca0ed4&utm_source=Parenting.Website&utm_medium=referral&utm_campaign=cp-w1-media-%E5%AF%A6%E9%A9%97%E5%AD%B8%E6%A0%A1%E6%9C%83%E5%93%A1%E4%B8%8B%E8%BC%89%EF%BC%BF%E5%AE%98%E7%B6%B2%E6%96%87%E7%AB%A0-220329 謝幸吟、張正平、郭俊麟 ( 2017 ) 。教師專業學習社群知識分享、創意教學與社 群召集人轉型領導關係之研究。師資培育與教師專業發展期刊，10 ( 2 ) ，139 -166。 簡菲莉、陳佩英 ( 2018 ) 。一所高中學校轉型之歷程研究：活動理論取徑。教育研究與發展期刊，14 ( 3 ) ，65-100。https://doi.org/10.3966/181665042018091403003 譚彩鳳 ( 2011 ) 。有效能教師學習社群之發展：香港個案研究。教育研究與發展期刊，7 ( 2 ) ，213-246。 貳、 英文部分 Darling-Hammond, L. (1996). The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree. DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11. DuFour, R., DuFour, R. B., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Solution Tree. Eaker, R., DuFour, R., & DuFour, R. B. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit. Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R-L. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge University Press. Engeström, Y. (1999b). Innovative learning in work teams: analyzing cycles of knowledge creation in practice . In Y. Engeström, R. Miettinen, & R-L. Punamaki (Eds.), Perspectives on activity theory (pp.377-404). Cambridge University Press. Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960-974. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747 Engeström, Y. (2008). From Teams to Knots: Activity-theoretical studies of collaboration and learning at work. Cambridge. Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge University Press. Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. https://doi.org/10.1016/j.edurev.2009.12.002 Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387. https://doi.org/10.1108/09534811111132758 Fullan, M. (1992). Successful School Improvement. Buckingham/Philadelphia: Open University Press. Hargreaves, A. (2007). Sustainable professional learning communities. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 181-195). Open University Press. Hipp, K. K., & Huffman, J. B. (Eds.). (2010). Demystifying professional learning communities: School leadership at its best. Rowman & Littlefield Education. Hipp, K., Huffman, J., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173-195. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory. Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Corwin Press and National Association of Secondary School Principals. Hord, S. M., Roussin, J. L., & Sommers, W. A. (2010). Professional learning communities: Inspiration, challenge, surprise, and meaning. Corwin Press. Huffman, J. B., & Hipp, K. K. (2003). Reculturing schools as professional learning communities. Scarecrow Education. Kruse, S. D., Louis, K. S., & Bryk, A. S. (1995). An emerging framework for analyzing school-based professional community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-42). Corwin. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity Theory and Human-Computer Interaction (pp. 17-44). MIT Press. Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall. Leontiev, A. N. (1981). Problems of the development of mind. Progress Publishers. Louis, K . S., & Kruse, S. D.(1995). Professionalism and community: Perspectives on reforming urban schools. Corwin. McLaughlin, M.W. & Talbert, J.E. (1993). Contexts that matter for teaching and learning. Center for Research on the Context of Secondary School Teaching, Stanford University. Olivier, D. F., & Huffman, J. B. (2016). Professional learning community process in the United States: Conceptualization of the process and district support for schools. Asia Pacific Journal of Education, 36(2), 301-317. https://doi.org/10.1080/02188791.2016.1148856 Rosenholtz, S. (1989). Teacher’s workplace: The social organization of schools. Longman. Senge P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday. Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 1-13). Open University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. zh_TW
