教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵。教學輔導教師的設置，在透過教學優良教師的教學視導，以提昇教師同儕之專業成長；冀夥伴教師在教學輔導教師協助之下，解決教學上所遭遇的困難，發展純熟的教學技巧，提昇教學效果。面對社會的變遷，科技的發展，知識的更新，教學輔導教師追求專業成長、增進教學能量是不可避免的，因此，教學輔導教師須具備一定的資訊素養，方能創造支持性教學環境。 本研究透過半結構性深度訪談臺北市國小教學輔導教師，以瞭解教師資訊尋求行為；探討教師如何運用圖書館資源、網路資源及社會性軟體於教學準備；分析教師如何運用資訊資源進行專業成長，協助夥伴教師增進專業知能；並瞭解教師利用Web 2.0社會性軟體的經驗。 研究發現，教學輔導教師多為資深教師，大部分教育程度在大學階段之上，為具有專業知識及豐富的教學經驗者。教學輔導教師具有良好的資訊素養能力，能運用各種管道獲得教學資源，以支援教學；在找尋教學資源時主要考量資訊方便性及正確性；網際網路是教學輔導教師最常使用找尋教學資源的管道，此外，教師從日常生活中獲取的各式資訊，經評估處理後也多能轉化成教學資源。 在利用資訊資源準備教學方面：學校圖書館是教學輔導教師最常利用的一種類型，教師也會利用公共圖書館找尋教學資源，最常使用的資料類型是圖書與報章雜誌；再者，也會配合課程找尋相關的多媒體影音資料支援教學。藉由網路資源，可縮短製作教材的時間；而各式主題網站提供完整豐富的圖片、影片及實作展示等資料，是創造多元化學習情境之利器；以網路多媒體教材支援教學，課堂教學將更生動活潑；透過網路媒介，教學輔導教師間可以互相觀摩教學，分享經驗；教學上遇到問題時，可與相關專家連絡並取得幫助；以Web 2.0社會性軟體為教學輔助媒體，能提升教學效能，並增進學生學習成效。 最後建議：（一）教育主管機關應提昇教師資訊素養與資訊科技應用能力，鼓勵參與網路社群，建立知識共享平台；並以數位典藏資源發展支援課程教學的平台。（二）學校圖書館應尋求館際合作，以協助教學輔導教師利用圖書館資源準備教學及支援教學輔導教師制度。（三）教學輔導教師應積極參與網路社群、充分利用社會性軟體支援教學。 / The development of teachers’ professional expertise and the establishment of professional status are keys to enhance educational quality. As for the installation of mentor teacher, it is mainly to make use of the supervision and instruction by teachers of outstanding teaching to enhance the professional growth of peer teachers. It is hoped that teachers can, under the assistance of mentor teachers, resolve difficulty they encounter in teaching, and thus develop more matured teaching skills, and increase teaching effect. In view of social changes, technological development, and renewal of knowledge, it is inevitable that mentor teachers should pursue after professional growth and enhance their teaching skills. Hence, mentor teachers should be equipped with certain information cultivation before they can create supportive teaching environment. This study exploit semi-structural in-depth interview with mentor teachers from elementary schools of Taipei City so as to understand their information seeking behavior, investigate how teachers make use of library resources, network resources, and social software on their preparation for teaching. Besides, it also analyze how teachers should avail information resources to conduct professional growth, help their partner teachers to enhance professional competence, and illustrate the experiences how teachers use Web 2.0 social software. As learned from the research literature, mentor teachers are mostly senior teachers, and their educational background lies beyond the level of university, considered to be of teachers equipped with various professional knowledge and abundant teaching experiences. In fact, mentor teachers are ones who are endowed with favorable competence of information cultivation, and they are able to make use of diversified channels to access teaching resources to support teaching. With regard to the search for teaching resources, mentor teachers are able to determine the convenience and accuracy of information, while Internet is reckoned to be the most often used channel in search for teaching resources by mentor teachers. In addition, various kinds of information teachers obtained from their daily life can largely, after evaluation and processing, be transformed into teaching resources. For using information resources to prepare for teaching, school library is the type that is most often used by mentor teachers, whereas teachers will also avail public libraries to search for teaching resources, with books and newspaper and magazine reckoned to be the most often used type of information. Furthermore, teachers will, as well, search for related multimedia audio-visual information to support teaching in coping with curriculum. Through network resources, they can help to shorten time spent on production of teaching materials. As for various subject-based websites, they would provide comprehensive and rich pictures, movies, and demonstration of practice and other information, which are considered to be beneficial tools to create context for diversified learning. If multimedia teaching materials from network can be used to support teaching, class instruction can be made to be vivid and lively. Through media of network, mentor teachers can work to observe their teaching among themselves and share experiences, so that when they encounter problems in teaching they can contact experts and obtain help. As Web 2.0 social software is used as auxiliary media for teaching, it can help to enhance teaching efficiency and advance learning effect for students. Suggestions at the end: 1. competent authority of education should enhance information literacy of teachers as well as application capability of technology information, and encourage mentor teachers to take part in network community so as to establish knowledge sharing platform, and develope digital collection resource to support the teaching platform needed for curriculum; 2. school library should seek for inter-institution cooperation to assist mentor teachers to make use of library resources for teaching preparation and support the system of mentor teacher; 3. mentor teachers should effectively take part in network community, and sufficiently exploit social software to support teaching.

本研究的研究目的為：（一）瞭解越南小學師資培育課程綱要設置理念與內涵；（二）探討越南小學師資培育課程綱要的實務做法。因此採用資料分析研究法來分析越南小學師資培育課程內容，其研究結果指出越南小學師資培育課程綱要具有如下特徵： 一、課程帶有「政治思想與社會主義」的意味。 二、非常注重培養熟練教學內容知識及內容知識。 三、主張培養多元能力的小學教師。 四、缺乏完整教育方法學知識與教育基礎知識。 五、注重實習與研究活動，不過未有完整的實施配套。 六、專門教育課程安排待完整，缺乏選修科目空間。 依據研究結果，提出對小學師資培育課程、政府訂定師資培育政策與未來研究之建議。 / The purposes of this study are to (1) explore the contents and ideas of curriculum design in Vietnamese elementary teacher education (2) investigate the practice of the elementary teacher education curriculum in Vietnam. Using content analysis methodology, this study has obtained some results as follows: 1. The curriculum intends to contain political ideology and socialism. 2. Special attention is paid to pedagogical content knowledge and content knowledge. 3. The curriculum aims to foster the multiple competencies of elementary teachers. 4. The curriculum content is lack of the pedagogical methods and foundation theories of education knowledge. 5. The curriculum focuses on practical training and education study; however, it it does not contain complete supportive arrangements. 6. The professional courses in educational studies are still incomplete; the curriculum also lacks optional subjects. Based on the results, the study provides some suggestions for the design of the elementary teacher education curriculum, the government policy of teacher education, and future research.

本研究旨在建構並驗證高中職學校分布式領導、教師專業社群與學校創新經營效能之模式，並比較不同教師背景變項及學校環境變項的差異，依據研究所得結論，分別對教育行政機關、學校及教師提出建議，以做為推展校長分布式領導、促進教師專業社群運作，及提升學校創新經營效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討高中職學校分布式領導、教師專業社群與學校創新經營效能之關係及模式驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。研究對象為國立高中職學校995 位教師；研究工具為研究者自編之校長分布式領導、教師專業社群與學校創新經營效能關係之調查問卷。 經由統計分析與討論，本研究獲得以下結論： 一、教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺是正向的。 二、部分教師背景變項與學校環境變項的教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺具有顯著差異。 三、校長分布式領導、教師專業社群與學校創新經營效能三者之間具有關聯性。 四、校長分布式領導、教師專業社群對學校創新經營效能均具有預測力。 五、本研究所建構的結構模式具有良好的適配度，校長分布式領導、教師專業社群對學校創新經營效能均具有顯著直接效果。 關鍵詞：分布式領導、教師專業社群、學校創新經營效能

本研究旨在瞭解國小教師知識管理、教學檔案管理與教師專業發展之指標、內涵與現況，探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎；接著，實地訪談12位現場教育工作者、問卷調查702位教師（臺北市、臺北縣、基隆市、桃園縣、宜蘭縣五縣市共發出1000份問卷，有效卷702份）以分析現況、驗證理論；最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、國小教師知識管理、教學檔案管理及教師專業發展的指標、內涵及其現況： （一）教師知識管理包括知識獲取、知識儲存、知識創新、知識分享四向度；其整體、分向度得分均為中上，其中以教師知識獲取得分最高。 （二）教學檔案管理包括專業背景資料、檔案結構系統、教學規劃設計、專業省思記錄四向度；其整體、分向度得分均為中上，其中以教學規劃設計得分最高。 （三）教師專業發展包括專業知識、專業能力、專業精神三向度；其整體、分向度得分均為中上，其中以教師專業能力得分情形最高。 二、不同背景變項在教師知識管理、教學檔案管理及教師專業發展之差異情形： （一）不同背景變項在教師知識管理的得分方面：研究發現在性別、最高學歷、服務年資、現任職務有顯著差異，年齡及學校區域沒有顯著差異。 （二）不同背景變項在教學檔案管理的得分方面：研究發現在最高學歷、現任職務有顯著差異，但性別、年齡、服務年資及學校區域沒有顯著差異。 （三）不同背景變項在教師專業發展的得分方面：研究發現在性別、年齡、最高學歷、服務年資、現任職務有顯著差異，但學校區域並沒有顯著差異。 三、教師知識管理、教學檔案管理與教師專業發展之相關情形： （一）整體教師知識管理與整體教學檔案管理間呈顯著中度正相關，教學檔案管理各分向度中，以專業背景資料與教師知識管理總量表之相關程度最高。 （二）整體教師知識管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業精神與教師知識管理之相關程度最高。 （三）整體教學檔案管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業知識與教學檔案管理之相關程度最高。 四、教師知識管理、教學檔案管理各向度對於教師專業發展的預測情形： 教師知識管理之知識獲得、知識儲存、知識分享、知識創新變項對整體教師專業發展的有顯著的預測力；教學檔案管理之檔案結構系統、專業背景資料、教學規劃設計、專業省思記錄變項對整體教師專業發展的有顯著的預測力。 五、教師知識管理、教學檔案管理各向度對教師專業發展的互動模式各項適配度指標佳，上游潛在變項一（教師知識管理）與上游潛在變項二（教學檔案管理）對下游潛在變項（教師專業發展）具有顯著的影響力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民小學、國小教師及後續研究參考。 / The main purpose of this study was to investigate the teacher knowledge management, teaching portfolio management and teacher professional development of elementary school teachers.The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the teacher knowledge management, teaching portfolio management and teacher professional development. The purpose of survey method with 12 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of principals and teachers of elementary about the teacher knowledge management, teaching portfolio management and teacher professional development. The subjects of the questionnaire included principals and teachers of elementary in Taipei City, Taipei County, Keelung City, Yilan County and Taoyuan County. Data were analyzed 702 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. Based on the statistics analysis of the questionnaire, this study finds reaches the following results： A. In the aspect of teacher knowledge management: 1. The teacher knowledge management include four parts: (1) knowledge acquisition, (2)knowledge storage, (3)knowledge innovation,(4) knowledge sharing. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is "teacher knowledge acquisition ". 2. Teachers’ sexual, highest educational degree, years of service, and position of service have significant influences on teacher knowledge management. But teachers’ age and school size do not have any significant influences. B. In the aspect of teaching portfolio management: 1. The teaching portfolio management include four parts: (1) professional background materials, (2) portfolio structure system, (3) teaching planning and design, (4) professional reflective record. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is " teaching planning and design ". 2. Teachers’ highest educational degree and position of service have significant influences on teaching portfolio management. But teachers’ sexual, age, years of service, and school size do not have any significant influences. C. In the aspect of teacher professional development: 1. The teacher professional development include four parts: (1) professional knowledge, (2) professional ability, (3) professional spirit. The perception of principals and teachers were above average agreement of the three parts. For teachers, the best dimension is " professional ability ". 2. Teachers’ sexual, teachers’ age, highest educational degree, years of service, and position of service have significant influences on teaching portfolio management. But school size do not have any significant influences. D.In the aspect of relationships among teacher knowledge management, teaching portfolio management and teacher professional development: 1. There was positive correlation and regression existed among teacher knowledge management, teaching portfolio management and teacher professional development. 2.Teachers’ knowledge management and teaching portfolio management did promote teachers’ teaching effectiveness. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities, the teacher training institutions, the elementary schools principals and teachers, and the future researchers, hoping to benefit the development of elementary school education in the future.

以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。 / National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program. This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.

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

摘要 本研究採問卷調查法，針對雙北(臺北市、新北市)高級中學教師就校長正向領導、教師專業學習社群與學校創新經營之關係進行探討。寄發 650位教師樣本，回收問卷491份，回收率為 75.54%。有效問卷 461 份，有效問卷回收率為 71 %。首先以平均數、標準差等來描述雙北高級中學校長正向領導、教師專業學習社群與學校創新經營的現況；另以平均數差異考驗(t-test)和單因子變異數分析(One-Way ANOVA)來檢定不同背景變項的雙北高級中學校長正向領導、教師專業學習社群與學校創新經營之知覺反應差異情形；再以Pearson 積差相關檢視其相關性；最後再採逐步多元迴歸分析法，考驗校長正向領導與教師專業學習社群之各分層面對學校創新經營的預測力。最後，將研究發現，提出建議，以供未來相關研究作參考。 壹、高級中學校長正向領導、教師專業學習社群及學校創新經營之現況 貳、不同背景變項在校長正向領導、教師專業學習社群及學校創新經營之差異情形 参、校長正向領導、教師專業學習社群及教師教學創新呈現正相關情形 肆、校長正向領導、教師專業學習社群對學校創新經營具有預測作用，以「分享教學實務」層面的預測力最佳 一、學校創新經營「行政管理創新」層面四個變項的聯合預測力達65.5% 二、學校創新經營「課程教學創新」層面四個變項的聯合預測力達67.3% 三、學校創新經營「學生活動創新」層面三個變項的聯合預測力達64.7% 四、學校創新經營「資源運用創新」層面五個變項的聯合預測力達68.1% 五、學校創新經營「校園環境創新」層面四個變項的聯合預測力達62.1% 六、學校創新經營整體層面五個變項的聯合預測力達80% 根據研究發現，本節將依據主要研究發現及結論，提出具體建議，以供教育行政機關及學校行政單位、高中教育相關人員及後續研究參考。 關鍵詞：校長正向領導、教師專業學習社群、學校創新經營 / Abstract In this study, a questionnaire survey was conducted to explore the relationship among the positive leadership of principals, professional learning community of teachers and school innovation management in high school teachers of Taipei City and New Taipei City. 650 samples were sent and 491 samples were collected. The recovery rate was 75.54%. There was a total of 461 valid questionnaires and a valid response rate of 71%. First, using the average, standard deviation and etc. to describe the current status of positive leadership of principals, professional learning community of teachers and school innovation management in high schools of Taipei City and New Taipei City; second, use t-test and One-Way ANOVA to examine the perceptual response differences among positive leadership of principals, professional learning community of teachers and school innovation management in the high schools of the two cities with background variables; then, use Pearson product difference to review the correlations; last, with multiple stepwise regression analysis to test the predictability of positive leadership of principals, professional learning community of teachers and school innovation management. Finally, the study results will make recommendations for future reference. I. The current perceptual situation of positive leadership of principals, professional learning community of teachers and school innovation management in high schools is in good condition. II. Different background variables are found in positive leadership of principals, professional learning community of teachers and school innovation management III. The positive leadership of principals, professional learning community of teachers and school innovation management show a positive correlation IV. The positive leadership of principals, professional learning community of teachers and school innovation management have a predictive effect, the level of “sharing teaching practice” has the highest predictability. 1. A level of four variables in school innovation management “Administrative Management Innovation” has reached a predictability of 65.5%. 2. A level of four variables in school innovation management “Curriculum Instruction Innovation” has reached a predictability of 67.3%. 3. A level of three variables in school innovation management “Student Activities Innovation” has reached a predictability of 64.7%. 4. A level of five variables in school innovation management “Resource Utilization Innovation” has reached a predictability of 68.1%. 5. A level of four variables in school innovation management “Campus Environment Innovation” has reached a predictability of 62.1%. 6. A total of five variables in school innovation management has reached a predictability of 80%. According to research study, it is hoped that the findings of this study can lead to substantial suggestions for the reference of educational administration, school administrative unit, high school personnel and further studies. Keywords: positive leadership of principals, professional learning community of teachers, school innovation management

本研究旨在了解國民中學導師專業教育背景、管教態度對學生生活適應之影響。因此 ，所探討的問題計有：（一）導師性別對學生生活適應是否有影響？（二）導師專業 教育背景對學生生活適應是否有影響？（三）導師管教態度對學生生活適應是否有影 響？（四）導師性別與專業教育背景對學生生活適應是否有交互作用影響？（五）導 師性別與管教態度對學生生活適應是否有交互作用影響？（六）導師專業教育背景與 管教態度對學生生活適應是否有交互作用影響？ 本研究採用問卷調查法 研究對象取自台北市九所國民中學四十八個班級，學生二、 ○九四人（男生一、○四四人，女生一、○五○人）。研究工具為自編「導師管教態 度問卷」及路君約教授修訂之「少年人格測驗」。統計方法採用項目分析，t 考驗及 變異數分析等方法。 全文共一冊，約八萬字，分為六章二十五節，第一章緒論，說明研究動機與目的，研 究問題與假設，及重要名詞詮釋；第二章文獻探討，分別探討生活適應的意義、歷程 及衡量，教師性別對學生生活適應的影響，教師專業教育背景對學生生活適應的影響 ，及教師管教態度對學生生活適應的影響；第三章研究方法，說明研究對象、研究工 具、調查步驟、及資料處理；第四章研究結果；第五章結果討論；第六章結論與建議 ，根據結論提出建議供師資訓練機構、學校教師及未來研究者之參考。

這是本第一人稱敘事的論文，研究者帶著「青少年哲學教學如何可能？如何進行？如何在行動中形構課程？」的研究意圖投身另類教育現場－北市自主學習實驗計畫－由實習教師、兼任教師、專職教師暨導師，歷時凡五年，往來於教學與研究的雙重場域。教育現場提供「微觀」取向的見解與經驗；而教育理論、哲學等理論框架的研究者背景對教學信念與舉措起著指導作用，同時因「敘說」的學習及實驗計畫提供的滋養，提昇教師專業並轉化研究歷程，自我也有所蛻變。 　　是以進入論文書寫階段便超越原先研究目的，更且涵蓋：課堂如何成為參與者的心智、情意活動的平台？學習者如何超越、跨出課堂？課堂以外的諸般條件此間如何作用？面對師生關係的覺察與種種行動體驗，如何形構由教師發聲的哲學？以上種種且於反思回觀後企圖做「可普遍化」的談論，並公開教師知識，以為意者參照。 　　研究進路為質性研究方法中的生命傳記敘說取向，文本採集使用Fritz Schütze開展的敘述訪談法，訪談就讀實驗計畫期間參與研究者開設之哲學課與寫作課的兩個案例(其中一人現就讀外轉公立高中，另一仍就讀實驗計畫)，並且同時訪談其家長(本研究皆為母親)敘說文本，作為家庭生活與學校生活的參照。資料分析以Rainer Kokemohr的參照推論分析為主軸，輔以 F.Schütze、Moustakas並借用Bruner和Lévi-Strauss的見解。同時研究者的相關研究紀錄與學生作品亦是重要資料。由學生文本、家長文本與教師紀錄、蒐集的現場資料，構成了詮釋現象和形構理論的三角。 　　研究結果發現敘說可作為課堂「橫向聯繫」的滋養與方法，有助於知識、技能的學習、更且聯繫學習社群的各個參與者；而對參與者的想像因敘說生命故事與家族治療的影響，將個體的「我」看作帶著家庭、文化充滿故事的生命體，而這生命有著「父-母-子」的三角結構。本研究發生的場域－青少年哲學人文的課堂－藉「外化」的作用，透過創作達致思辨，在Logos和Mnemosyne(=memory)兩面向上相輔相成，而敘說可作為創作的幫助，並且也是促成外化作用生發的一種方式。研究建議，青少年哲學、寫作等課堂可觀照討論內容與課題(theme)、進行方式和探究團體的形成。 　　在互為閱聽的學校課堂中，生命得而賦權，並增加「邂逅」的機會，從而得獲教育，生命因之蛻變。教師便是形構邂逅場域的人，預設邂逅可能條件的關鍵；他的權威用以增進聯結，並在倫理上應自我取消，而形構邂逅場域的重要能力之一，便是造型力。 　　邂逅場域的形成，正可作為學校存在的特徵、價值和經營方向，而另類教育、另類學校的存在，正是提供不同邂逅的可能條件。正如身為教師的研究者得而開展迥異於體制教育的青少年哲學與寫作課程，適可作為教育典範的競逐參照，另類教育承諾了不同的教育希望，而研究者對自身生命史與論文寫作時的教師角色和研究者角色的選擇與反思，亦可作為進行教師行動研究的參考。

本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。 本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。 本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。 / The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum. This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks. Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.