國中編班問題多年來一直困擾著教育單位，教育部雖三令五申要求學校必須實施「常態編班」，然而卻仍有「掛羊頭賣狗肉」變相編班或實施後教學成效不彰的現象。尤其近日公視「魔鏡」節目的播出，編班問題再度成為社會大眾關心矚目的焦點，甚至直接與中國教育思想家孔子的「有教無類」、「因材施教」等教育理念，一起來深入探究國中常態編班教學問題。 本研究旨在瞭解國中常態編班中優良教師的教學困境與教學策略問題。主要的研究目的有二：一、探討國中常態編班教學優良教師的教學困境；二、探討教學優良教師的有效教學策略，再綜合研究結果，提出具體建議，供教育單位及教師參考，俾能解決常態編班的教學問題與提昇教師的教學成效。 本研究採質性方法為主，研究對象以台北縣國民中學現職教師，在教學方面曾獲POWER教師獎、師鐸獎、於杏壇芬芳錄受提名教師或經學校推薦的優良教師，其教學領域以學習標準差異大的四領域，如國文、英語、數學、自然與生活科技各選取二位教師，共八位教師為研究對象來進行深入訪談研究。 本研究獲致的結論歸納如下： 一、國中常態編班的教學困境包括：「學生程度嚴重差異，影響教師教學成效」、「程度好與程度差的學生難以兼顧」、「教師教學時間不足」、「學生上課的多樣態挑戰教師的班級經營能力」、「學生注意力無法專心，扼殺學習興趣」、「弱勢學生放棄學習」、「犧牲資優學生的學習權益」。 二、針對國中常態編班的教學困境提出的教學策略包括：「教師於課前必須充分備課」、「必須與學生建立學習默契」、「無私的愛，是教學成功的關鍵」、「引導學生參與每一個學習過程」、「教師應隨時擷取新知，並在教材教法上求新求變」、「針對不同程度的學生，設計不一樣的作業與評量」、「立即給予學生正面回饋」、「規劃學生能展現發揮的舞台」、「教師應投入更多時間與心思指導學生用心學習」、「以德感化，扮演學生學習路上的領航者」、「個別教學法、合作學習法可適時運用」。 最後，本研究根據研究結果及結論，分別就教師個人、學校、教育行政機關及未來進一步研究提出具體之建議。

壹、研究目的：探討國小校長、主任（組長）、一般教師對國小優良教師應具備的特質及背景條件之意見。 　　貳、研究問題 　　（一）優良教師的定義與研究途徑為何？ 　　（二）文獻中國內外專家學者對國小優良教師的意見及研究結果為何？ 　　（三）實際的教育工作者對國小優良教師的意見為何？ 　　（四）優良教師的特質是否呈現多元化現象？ 　　（五）優良教師的背景條件是否有特殊的結構？ 　　參、研究方法 　　採文獻分析法與調查法。問卷調查對象為台北市公立國小校長72人、主任（組長）144人、一般教師144人，共360人。回收有效問卷188份（近52.2%）。 　　肆、研究主要發現 　　一、優良教師特質的領域與項目 　　　（一）評鑑國小優良教師的特質領域依次為：1.教師的專業精神、2教師的品格、3.教師與學生的關係、4.教師的訓導能力、5.教師的外表、6.教學能力、7.教師與同事的關係、8.教師的學識、9.教師與國家社會的關係。其中1.~3.項為評量優良教師的重點，9.則顯得較不重要。 　　　（二）全體受試者選出的優良教師特質項目，以教師個人的品格及教師與學生的關係較重要；而幽默、教師年資、教師與國家社會關係等較不重要。優良教師特質有不同的重要程度，故評量優良教師的項目也必須有不同的比重。校長、主任、一般教師三者對優良教師的領域及項目的重視差異來源與其職位因素有關。不同職位者會有不同考量，評量優良教師須廣納不同職位者的意見。 　　二、特質的因素分析：得到五個因素：「教師品格」、「關愛學生」、「教學能力」、「教師學養」、「教師與國家社會關係」。故優良教師可分為五種重要類型：一，教師品格特別優良者、二，對學生特別關愛者、三，教學特別優良者、四，教育知能特別優良者、五，對國家社會有重大貢獻者。 　　三、優良教師的背景分析 　　　（一）性別因素：校長、主任（組長）、一般教師對優良教師性別偏好並不顯著。 　　　（二）年資因素：三組皆以20~29及30~39年組排名於前。優良教師的選擇會隨年資的增加而呈現先增後減。 　　　（三）職位因素：校長及主任（組長）皆以行政兼職教師獲選比率較一般教師高，而一般教師則不會受職位因素影響。 　　　（四）專業背景因素：校長以師校畢業者最優、一般大學次之、其它學校再次之。主任（組長）及一般教師則以其它校最優、師校次之、一般大學最後。 　　伍、建議 　　　（一）嚴格執行考核標準、增加獎勵名額 　　　（二）優良教師選拔的多元化 　　　（三）善用資深教師的經驗 　　　（四）專業訓練的加強 / The purpose of this study is to explore the evaluation indicators ofguidance for senior high school in Taiwan, and also to compared theprincipals'and the school consultants' opinions in the importance ofevaluation indicators. Furthermore, the weights of evaluation indicatorsof guidance are computed. 　　There were 297 subjects who consisted of principals and consultantsin the research. By means of questionaire survey research method and factoranalysis, the data from " The questionaire of the evaluation indicators ofguidance for senior high school " were analyzed. 　　According to the discoveries of statistical analysis, the researcherconcluded some main results as follow:1.Both of principals and consultants think that the " characteristic of school consultants " indicator are most important in school guidance evaluation.2.The fuction of " the committee of school guidance " are doubted. It worth advancedresearch in future.3.The more important of the evaluation indicators , the more consensus they are.4.The evaluation indicators of " teaching hours of school consultants " are debated between principals'group and consultants' group. Even within the two groups, they still have different opinions in this indicator.5.After the factor analysis, eleven evaluation indicators are extracted. Then, the composite evaluation indicators of school guidance and its weights were established.

本研究旨在比較分析國民小學優良教師與一般教師的班級經營策略與班級氣氛的關係，以供增進國民小學教師班級經營效能之參考。 研究者透過推薦程序，選定優良教師的班級學生及一般教師的班級學生合計979位為施測調查對象，並應用次數分配、積差相關、t考驗、多變量變異數分析、多元迴歸分析等統計方法，進行各項考驗分析，最後歸結出以下的主要研究發現： 一、在「開學第一週班級經營策略」、「整學期班級經營策略」、「班級氣氛」等三方面，優良教師的表現均優於一般教師。 二、「認識策略」、「偏差行為輔導策略」、「教師支持」與「革新」的班級氣氛等方面，均具有區分優良教師或一般教師的較佳指標。 三、「教師支持」與「革新」是良好班級氣氛的最佳指標。 四、「教師控制」的班級氣氛，一般教師高於優良教師。 五、「開學第一週班級經營策略」愈好，「整學期班級經營策略」就愈好，「班級氣氛」也愈好。 六、「開學第一週班級經營策略」對班級氣氛的預測力，優良教師高於一般教師。 七、「人口變項」對班級氣氛的預測力，一般教師高於優良教師。 八、「開學第一週常規教導策略」對優良教師的反向意義性大於一般教師。 最後，本研究分別針對優良教師、一般教師、國民小學、師資培育機構、教育行政機關提出增進國小教師班級經營效能之具體建議，同時也建議未來進一步研究方向。 / The purpose of this study aimed to understand the relationship of teachers’ classroom management strategies with classroom climate, and to explore the differences of good teachers and general teachers in classroom management strategies and classroom climate. 14 good teachers’ classrooms and 20 general teachers’ classrooms were recommended. The subjects were fifth grade of 979 student in their classrooms. Date of this survey were analyzed by Frequencies, t-test, MANOVA, Correlation Analysis and Multiple Regression. The major findings were： 1.In “the classroom management strategies in the first week”,”the classroom management strategies in the whole semester” and “classroom climate”, good teachers performed better than general teachers. 2.”The strategies of recognition”, “handling deviated behavior” and the climate of “teacher support”, “innovation” were the most significant differences between good and general teachers. 3.The “teacher support” and “innovation” were best indicators of the classroom climate. 4.General teachers performed higher “teacher control” than good teachers. 5.The better “the classroom management strategies in the first week” performed, the better “the classroom management strategies in the whole semester” and “classroom climate”. 6.”The classroom management strategies in the first week” were better predictors for classroom climate among good teachers than general teachers. 7.”The demographic variables” were better predictors for classroom climate among general teachers than good teachers. 8.”The teaching rules strategies in the first week” were more opposite predictors for classroom climate among good teachers than general teachers. This paper made some concrete suggestions based on the results of this study for practical and further study.

教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method