臺北縣市國民中學知識管理、校長領導風格與教師專業成長關係之研究 摘 要 本研究主要在探討臺北縣市公立國民中學知識管理、校長領導風格與教師專業成長的關係。為達成研究目的，首先進行領導風格(Leadership Styles)、知識管理(Knowledge Management)及教師專業成長(Teachers' Professional Growth)的相關文件分析，選用符合本研究的調查問卷，進行施測。隨後依學校類別屬於大型、中型或小型，採分層叢集隨機取樣之方式，抽取臺北縣市公立國民中學教師626人進行問卷調查，問卷回收率為83.23%，剔除無效樣本81人，有效樣本人數為440人。研究資料使用SPSS for Windows 10.0版進行統計分析。依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行t考驗及單因子變異數分析(one-way ANOVA)，考驗不同背景變項之差異情形，並以Scheffé進行事後比較；另以典型相關(canonical correlation)、皮爾遜積差相關(Pearson product-moment correlation)及逐步多元回歸分析(stepwise multiple regression analysis)等統計方法，瞭解校長領導風格、學校知識管理與教師專業成長各層面間的相關及預測情形。綜合文獻分析、問卷調查之統計考驗分析，本研究獲得以下結論： 一、目前臺北縣市公立國民中學知識管理，較為注重「文化」及「隱性知識」層面；校長領導風格中，轉型領導最常使用「智能激發」，互易領導最常使用「介入管理」；教師專業成長則關注於「專門知能」及「專業知能」層面。 二、臺北縣市公立國民中學知識管理、校長領導風格及教師專業成長的知覺平均數，部分層面隨背景因素不同而有顯著差異。 三、臺北縣市公立國民中學校長領導風格與學校知識管理有顯著相關。 四、臺北縣市公立國民中學「校長領導風格」與「學校知識管理」各層面與「教師專業成長」有高度相關。 五、「學校知識管理」各層面變項，對「教師專業成長」的解釋變異量約為82.6％，以「知識中心」最具有預測力。 六、「校長領導風格」各層面變項，對「教師專業成長」的解釋變異量約為80.9%，以「介入管理」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、國中校長、學校及後續研究提出建議，提供校長領導風格、學校知識管理與提昇教師專業成長之參考。 關鍵字：校長領導風格、知識管理、教師專業成長 / The study of teachers' professional growth，knowledge management and leadership styles of junior high school principals Abstract This study aimed to the correlations among three factors，i.e. teachers' professional growth，knowledge management and leadership styles of junior high school principals in Taipei city and county.In order to achieve the objective of this study，the methods of literature review about the correlated themes were first adopted，and then this study proceeded to make the questionnarie survey. Afterward，all the schools were divided into large，middle，and small classes to do the cluster sampling.The survey subjects included teachers from junior high school in Taipei city and county，namely 626 teachers were sampled in a random way.The rate of the retrieval was 83.23% and the valid samples were 440 copies，exclusive of the ineffective samples.The research data acquired was anaiyzed by SPSS for Windows 10.0 version based on the research purpose.The statistic procedures included the means，standard deviation and one-way ANOVA，examining variances in different variables.Scheffé method was used for post-comparison to examine the interrelations among the subject groups.Besides，canonical correlation，Pearson product-moment correlation & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of leadership styles of principals，knowledge management in schooling and teachers' professional growth.According to the integrated analysis，which was from the adoption of research methodologies of literature review .And the conclusions were as follows： 1.The factor of “culture”and“tacit knowledge” were considered in the issue of knowledge management of junior high school in Taipei city and county；and for the topic of“transformational leadership of principals of junior high schools”，the factor of “inspired intelligence”was commonly employed；for the topic of“transactional leadership of principals junior high schools”，the “management by exception ”was generally used；With regard to the teachers' professional growth，the “professional knowledge”and“export knowledge” were paid much close attention to. 2.The consciousness of the survey subjects differed greatly in some part of backgrounds from one another. 3.There were remarkable interrelations between “leadership styles of principals”and “knowledge management in schooling”. 4.The strong interrelation among the ”knowledge management in schooling”，“leadership styles of principals”and“teachers' professional growth”occurred obviously. 5.The cumulative variance of knowledge management to “teachers' professional growth”was about 82.6%，and the “ knowledge center“held strongest predictable effects. 6.The cumulative variance of leadership styles of principals to “teachers' professional growth”was about 80.9%，and the “management by exception “held strongest predictable effects. According to the conclusions of this study，the further suggestions were provided to the department of educational administration，principals of junior high school and schools for reference and different views about the ”knowledge management”，“leadership styles of principals”and“teachers' professional growth” . keywords：knowledge management，leadership styles of junior high school principals，and teachers' professional growth

臺灣在2014年生育率為全球第二低國家，部份私立中學也因少子化的嚴重衝擊，近二、三年來造成招生不足，教師面臨超額、資遣、流浪教師等壓力。因此，私立中學教師更應以主動積極的態度，參與各種學習活動，來促進知識管理及專業成長的智能，增進教師及學校競爭力。 　　本研究旨在瞭解中學教師的知識管理與教師專業成長之間的關係；研究者以私立景文高中的教師為例，透過教育現場的觀察、訪談、質性資料之蒐集和分析，探討中學教師對知識管理與專業成長的知覺與實施現況。 　　本研究發現：在知識管理方面，1.中學教師知識的取得包括教師個人的自我成長、學校計畫性的規劃學習及資訊科技平台的運用。2.知識儲存可以透過教師專業發展平台、電子資料庫等資訊設備，並規劃教師專業社群。3.知識的分享有大小規模之分，宜透過更多獎勵機制擴散。4.在知識應用方面，依照學生的素質、能力實施不同的教學方法與教學知識；透過觀課及議課活動，給予回饋。5.知識的創新則是引進資訊工具、參加專業社群，開創學校的教學特色等。 　　在專業成長方面: 1.學校如能規劃「校本教師專業成長計畫」，可以有效提升教師專業成長。2.課程設計與教學的知能包括教師能運用己身優質的教學專業知識和技能，設計活潑的新課程；積極使用各項資訊設備，並運用腦力激盪及團隊工作來創新課程。3.班級經營與輔導包括教師用心培養學生建立優質的常規、學習文化、和諧氣氛及帶著走的基本能力；透過師生互動，了解學生個性、性向、興趣與專長，發揮其潛能、發現其問題，並能予以適當的協助與指導。 　　知識管理是促進教師專業成長的重要方法，教師如能運用知識管理的方法，有系統地管理知識，充實專業知識內涵，增進教學經驗與智慧，將有助於促進教師專業成長。教師專業成長有助於知識管理的持續推動，一位高度專業成長的教師，對於知識的取得及應用，通常也較為嫻熟且得心應手。因此，知識管理與教師專業成長成為動態的循環關係。 　　最後建議： 1.建置工作小組以協助所有學校推動知識管理及教師專業成長工作；2.提供教師多元的進修及研習機會，滿足教師專業成長需求；3.透過獎勵或競賽的方式，培養樂於分享的份為氛圍。4.擴大圖書館成為「知識管理資料庫」及「教師專業成長教學資源中心」；5.中學教師應努力提昇個人的知識管理和教師專業成長之知能；運用知識管理的技能，來提昇教師專業成長的素養。 / Taiwan’s birth rate became the second lowest of all countries in the world in 2014. Due to the serious impact on such low birth rate, some private high schools have been facing the number shortage of recruit in the past three years. And thus, the private high school teachers have also suffered the jobless pressure. Therefore, the private high school teachers should more aggressively participate in various learning events to enhance the ability to knowledge management and professional growth, and furthermore to improve the competitiveness of teachers and schools. The purpose of this study is to understand the relationship between the teacher knowledge management and the teacher professional growth in high schools. Cooperating with the teachers in Taipei Jinwen High School, the author explores the current situation of the high school teachers’ ability to knowledge management and professional growth via the observation and interviews in classes and the analyzation of qualitative data. In the aspect of knowledge management, this study observes that (1) the knowledge acquiring of high school teachers includes teachers’ self-growth, schools’ organized learning plan, and the application of informative technology platform; (2) the knowledge storing can be through informative facilities like teacher professional growth platform, electronic database and teacher professional community; (3) the knowledge sharing has different scales, it’s better to have more award systems to diffuse knowledge; (4) as the aspect of knowledge applying, teachers should use different teaching methods and knowledge according to students different learning quality, and give feedback during class; (5) as the aspect of knowledge innovating, schools can be introduced to informative tools and teachers can participate in professional community to develop great characteristics of schools. In the aspect of professional growth, this study observes that (1) the teacher professional growth can be highly improved if schools can organize “teacher professional growth plan”; (2) course design and teaching ability include design interesting courses by teachers’ professional expertise and skills and innovate courses by brainstorming and teamwork; (3) class management and counseling include developing students’ learning routine, culture, and environment. Through interactive between teacher and students, teachers should understand each student’s characteristics, interests, and expertise and try to help students do their best. Teachers should also properly guide students when they need help. The knowledge management is an important method to enhance teacher professional growth. If teachers can apply the knowledge management method, manage their knowledge systematically, increase their professional knowledge, and accumulate teaching experience, their professional growth can be highly enhanced. The teacher professional growth contributes to continuous implementation of knowledge management. Teachers with highly professional growth usually can acquire and apply knowledge more efficiently. Therefore, knowledge management and teacher professional growth are the dynamically interactive circular cycle. Final suggestions of this study: (1) set work team to assist al schools to implement knowledge management and teacher professional growth; (2) provide teachers multiple various learning opportunities to satisfy the require of teacher professional growth; (3) via encouragement or competitions, create the friendly-sharing environment; (4) expand the school library function as a “knowledge management database” and as a “teacher professional growth resource center”; (5) high school teachers should improve the ability to personal knowledge management and teacher professional growth, and teachers should apply the ability to knowledge management to enhance the level of teacher professional growth.

本研究旨在探討國民小學學校本位教學視導的實施與其提升教師專業成長之意見。主要目的有：（1）藉由探討國民小學學校本位教學視導與教師專業成長之相關理論做為本研究之基礎，並可做為我國實施此制度時之參考；（2）透過問卷調查，欲瞭解我國國民小學實施學校本位教學視導的情形與意見；（3）透過問卷調查，欲瞭解國小教師對學校本位教學視導增進教師專業成長之看法；（4）探討教師個人背景變項與其對學校本位教學視導看法的關係；（5）探討教師個人背景變項與其對教師專業成長各變項間的關係；（6）綜合研究結果，提出結論與建議，俾做為日後國民小學實施學校本位教學視導、提升教師專業成長與未來進一步研究之參考。 本研究所使用的研究方法有：文獻分析法、問卷調查法、與內容分析法等。係以台灣地區各縣市之公私立國民小學為主要調查對象，包括國小校長、主任及教師。採用分層等比例隨機抽樣的方式，共計發出1000份問卷，回收666份，回收率為66.6﹪，其中有效問卷為624份。研究工具為自編之「國民小學學校本位教學視導與教師專業成長之研究」調查問卷。問卷的處理採用SPSS 8.0 for Windows套裝統計軟體，進行百分比、次數、平均數、標準差及卡方考驗等統計分析。 本研究的主要結論如下： 一、學校本位教學視導在先進國家已趨盛行發展。 二、國內推展學校本位教學視導的工作亦開始萌芽。 三、現行視導方式有待加強改進。 四、教師多認同學校本位教學視導的理念，但迫於時間限制難以配合。 五、學校本位教學視導具許多優點，應普遍推廣使之制度化。 六、學校本位教學視導是一套可促進教師專業成長的制度。 最後，研究者根據文獻探討、實施範例及本研究實證的調查結果，提出下列對教育行政機關、學校、教師、與後續相關研究的建議： 壹、對教育行政機關的建議有：一、遴選有意願之學校先行試辦；二、推動校際或社區合作，設置相關資源網站；三、定期舉辦相關研習以利推廣；四、教育行政機關應設法提高教師編制。 貳、對學校的建議有：一、校長以身作則，推展校內教學視導工作；二、學校行政單位應各方面協助以利實施；三、學校教師會亦應負起推廣觀念的責任；四、校內可成立一專門的委員會辦理實施。 參、對教師的建議：一、發展程度較高的教師可鼓勵其自我視導；二、應多鼓勵年輕、資淺的教師瞭解並參與教學視導；三、教師應具備開放與學習的態度以追求專業成長。 肆、對後續相關研究的建議有：包括在研究範圍方面（含文獻蒐集、學制、地區與研究對象等）、與對於本研究之研究工具的檢討。

近年來，我國出生率逐年遞減，少子化的現象普遍存在，家長及社會對於幼兒的教育十分重視，幼教老師在教學實施上備受壓力；而網路與科技媒體的蓬勃發展，更促使幼教老師必須重新思考教學的方式。教師如要運用教學媒體教授幼兒知識，須具備一定的資訊素養，懂得從各種管道尋獲教學資源。 / 本研究針對台北市公立幼稚園教師進行研究，期瞭解幼兒教師的資訊尋求行為概況；探討教師如何利用圖書館和網路資源準備教學；分析教師如何運用資訊資源進行專業成長；並瞭解幼教老師利用Blog的經驗。透過問卷調查和深度訪談來瞭解幼教老師利用資訊資源於教學上之概況。 / 研究發現，台北市公立幼稚園教師仍以女性教師為主，大部分教育程度在大學以上，年齡則以41～50歲居多，教師教學經驗豐富，六成的教師已從事教學達15年以上。高達92.5％的教師會使用網際網路，教師具有中上的資訊素養能力，且學歷較高和新進教師的教師具有較高的資訊素養。教師使用多種管道找尋合適的資源與媒體以支援教學，並將其評估、處理成為教材。在找尋資源時會考量資訊的正確性與方便性。 / 關於利用圖書館資源準備教學方面：教師至圖書館的目的為找尋教學相關資源；使用校內圖書室和台北市立圖書館找尋教學資源；使用繪本和影音資料為主。在利用網路資源協助教學上：教師利用網路資源準備教學；應用網路多媒體協助教學實施；參與網路社群分享教學資源及經驗；藉由網路平台紀錄教學活動；與家長進行親師溝通。而利用資訊資源進行專業成長上教師透過閱讀獲取專業知識；利用網路資源自我學習，並進行個人知識管理。此外，教師亦會運用Blog搜尋教學資源、分享教學經驗、整理學生學習歷程檔案、建置幼稚園網頁、記錄教學與整理教師教學檔案及建置個人Blog。 / 最後建議：（1）教育主管機關應鼓勵教師參與線上讀書會與成長團體，精進個人之專業知識；辦理各式資訊素養研習以提昇教師的資訊素養能力；委託相關單位編製資源示意圖協助教師準備教學；建置幼教專業知識共享平台，便於教師找尋及取得資源、整理個人教學知識，持續進行個人專業成長。（2）幼稚園圖書室應與鄰近圖書館合作並共享資源；協助教師充分利用圖書館資源準備教學。（3）幼稚園教師應充分利用資訊資源支援教學活動、進行終身學習；積極參與網路社群，利用Blog等網路平台與家長共同指導幼兒。 關鍵字：幼稚園教師；資訊尋求行為；教師專業成長；部落格 / This research focused on the utilization of information resources of public kindergarten teachers in Taipei. The purpose is to reveal the information seeking behaviors of kindergarten teachers, such as how the teachers use the library and internet resources to prepare for teaching; how teachers use the information resources to upgrade teachers' professional development; and the use of Blog. The study applies the questionnaire and in-depth interview to find out how the kindergarten teachers use the information resources. / According to this study, most of public kindergarten teachers in Taipei are female, hold bachelor degree, and the majority of them are about forties to fifties. Teachers are well experienced. Ninety two point percent teachers are able to use internet, most teachers are well equipped with information literacy. / Finally, suggestion were made as follows: (1) The Department of Education, Taipei City Government should encourage teachers to participate the online reading club and growth group for enhancing professional development; conducting all kinds of information literacy courses, compiling the pathfinders and setting up professional portal for professional growth. (2) The kindergarten library should cooperate with the neighboring libraries to share resources, and play the important role in assisting teachers using information resources. (3) Kindergarten teachers should learn how to utilize the information resources widely for supporting the teaching and achieve the life-long learning; participating in internet communities to upgrade their professional knowledge and core competences; and use the Blog and other social software to instruct kids with their parents together. Keywords：Kindergarten Teachers；Information Seeking Behavior；Teachers' professional development；Blog

本研究旨在瞭解目前高雄市高級中等學校教師知覺教師專業成長、教師在職進修動機與教師專業倫理實踐之現況。為達研究目的，首先蒐集相關文獻加以探討分析，了解教師專業成長、教師在職進修動機與教師專業倫理實踐之內涵，以建立本研究之理論基礎架構，作為本研究研究問卷編製之依據。在實證研究上採調查研究法，以高雄市高級中等學校教師為樣本對象，並以「分層隨機抽樣」方式進行資料蒐集，共發出570份問卷，有效問卷552份，可用回收率達96.8%。回收的問卷分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及逐步多元回歸進行統計分析。 綜合文獻探討及問卷調查結果，本研究獲致研究結論如下： 一、高雄市高級中等學校教師之教師專業成長為中高程度，三個層面知覺程度差異不大。 二、高雄市高級中等學校教師之教師在職進修動機為中等程度，以「認知興趣」、「逃避刺激」之知覺程度較高，「社會發展」與「他人影響」知覺程度較低。 三、高雄市高級中等學校教師之教師專業倫理實踐為中高程度，以「教師與學生家長之間關係」知覺程度最高，「教師與社會（區）之間關係」知覺程度最低。 四、高雄市高級中等學校教師在「教師專業成長」方面，不同「性別」、「服務年資」、「擔任職務」，與「學校地區」之教師，知覺程度有顯著差異。 五、高雄市高級中等學校教師在「教師在職進修動機」方面，不同「擔任職務」之教師，知覺程度有顯著差異。 六、高雄市高級中等學校教師在「教師專業倫理實踐」方面，知覺程度整體上無顯著差異。 七、高雄市高級中等學校教師之教師專業成長與教師在職進修動機具有顯著相關。 八、高雄市高級中等學校教師之教師專業成長與教師專業倫理實踐具有顯著相關。 九、高雄市高級中等學校教師之教師在職進修動機與教師專業倫理實踐具有顯著相關。 十、高雄市高級中等學校教師之教師專業成長、教師在職進修動機對教師專業倫理實踐具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師，以及未來相關研究之參考。 / The purpose of this study was to investigate the current development of teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic in senior high school of Kaohsiung City. To achieve the research purposes, a literature review was conducted to understand the teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Kuohsiung senior high schools. A sample of senior high school teachers in Kuohsiung City, stratified random sampling, issued a total of 570 parts, 552 valid questionnaires, the effective rate of 96.8% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 一、Moderate-high teacher’s perceptions of teacher professional growth were shown, and three of the visions had the same level. 二、Moderate-high teacher’s perceptions of the motivation of in-service education were shown, in which the item “cognitive interest” and “escape / stimulate” was the higher, “social development”and “other people affected” was the lower. 三、Moderate-high teacher’s perceptions of teachers’ practive of professional ethic were shown, in which the item and “the relationship between students’parents” was the highest, and “the relationship between community and society” was the lowest. 四、There are significant differences in the senior high school teachers’perception of teacher professional growth in terms of gender, years of service, position, and school location. 五、There are significant differences in the senior high school teachers’perception of the motivation of in-service education in terms of position. 六、There are no significant difference in the senior high school teachers’perception of teachers’ practive of professional ethic. 七、There is a positive correlation among teacher professional growth and motivation of in-service education. 八、There is a positive correlation among teacher professional growth and teachers’ practive of professional ethic. 九、There is a positive correlation among motivation of in-service education and teachers’ practive of professional ethic. 十、Teacher professional growth and motivation of in-service education have a predictive effect on teachers’ practive of professional ethic. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

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.

本研究旨在瞭解國民小學教師專業發展評鑑與教師專業成長關係之研究，目的在了解國民小學教師專業發展評鑑與教師專業成長之現況、內涵，並利用線性模式探討影響模式。首先，進行廣泛地文獻搜及與探討，厚實研究之理論基礎與研究結構；其次，將編制專家效度問卷寄送給7位相關領域之專家學者，進行問卷內容修訂。接著，以分層隨機抽樣方式從台北市、新北市、桃園市、基隆市四縣市抽取500位國民小學教師抽取作為問卷調查對象，回收情形為390份問卷，有效問卷384份，問卷有效率為78%，並利用統計套裝軟體分析兩變項現況與影響關係，本研究發現如下: 一、國民小學教師專業發展評鑑與教師專業成長關係之內涵與現況 （一）國民小學教師專業發展評鑑包括六個向度，包括「教師專業發展評鑑目的」、「教師專業發展評鑑規準和工具」、「教師專業發展評鑑方式」、「教師專業發展評鑑資料蒐集」、「教師專業發展評鑑結果應用」、「教師專業發展評鑑相關配套措施」，整體得分情形為高程度，以「教師專業發展評鑑目的」得分最高。 （二）國民小學教師專業成長包括四個向度，包括「課程設計與教學」、「班級經營與輔導」、「研究發展與進修」、「敬業精神與態度」，整體得分情形為高程度、其中以「課程設計與教學」的得分最得分最高。 二、不同背景變項在國民小學教師參加在職進修課程與教師效能關係之差異情形 （一）不同背景變項在國民小學教師專業發展評鑑的得分方面：研究發現除了性別、學歷、學校規模未達顯著，在年齡、服務年資、現任職務、是否參與教師專業發展評鑑達顯著差異。 （二）不同背景變項在教師專業成長的得分方面：研究發現除了性別、學歷、學校規模未達顯著，在年齡、服務年資、現任職務、是否參與教師專業發展評鑑達顯著差異。 三、國民小學教師專業發展評鑑各向度與教師專業成長之影響情形 國民小學教師專業發展評鑑之分向度對國民小學教師專業成長皆具有顯著影響力，各向度之影響情形如下：在教師專業發展評鑑目的向度中以「提升教師教學品質」最有影響；在教師專業發展評鑑規準和工具向度中以「評鑑指標重點的說明具體清晰」最有影響；在教師專業發展評鑑方式向度中以「成立校內評鑑小組評鑑的方式」最有影響；在教師專業發展評鑑資料蒐集向度中以「透過檔案製作與評量」最有影響；在專業發展評鑑結果應用向度中以「協助受評教師規劃專業成長計畫」最有影響；在教育發展評鑑相關配套措施向度中以「發展教師專業成長支持系統」最有影響。 四、國民小學教師專業發展評鑑與教師專業成長整體之影響情形 上游潛在變項「國民小學教師專業發展評鑑」對下游潛在變項「國民小學教師專業成長」具有顯著影響力，其中以「教師專業發展評鑑結果應用」對「教師專業成長」影響力最為顯著。 最後，依據研究結果與研究發現進行討論並提出建議，俾提供為國民小學教師、教育行政機關與後續研究為參考。 / The study aims to explore the elementary school teacher evaluation for professional and the current of teachers’ professional growth. Thus, this study represents an attempt to understand the relationship between elementary school teachers’ attitudes toward teacher professional development evaluation and teachers’ professional growth. The main purposes of the study are as follows: 1. To understand teachers’ attitudes toward teacher professional development evaluation. 2. To appreciate the current of teachers’ professional growth. 3. To explore the relationship between teacher professional development evaluation and teachers’ professional growth. Mainly, this study proceeds with literature analysis, and interview. The subjects were Keelung City, Taipei City, the New Taipei City, and Taoyuan City was involved and not involved in evaluation of teacher professional development. Descriptive statistics containing percentages, mean and standard deviation as well as t-test, one-way ANOVA and Structural Equation Models were also used to show the results. Based on the findings of this study, some conclusions and suggestions are provided for Education Administration Authority, elementary schools, teachers and future research. The findings of the study are summarized as follows: 1. Elementary school teachers with elder and seniority of employee background had better attitude of teacher evaluation for professional and teacher professional growth. 2. Duties of teacher and administrative and subject teacher background had better attitude of teacher evaluation for professional and teacher professional growth. 3. Participate in the teacher evaluation for professional had better attitude of teacher evaluation for professional and teacher professional growth. 4. Teacher evaluation for professional for teachersof all dimensions of fit index is good.

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.

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。

在社會變遷的衝擊下，提升教師專業具有迫切性與必要性；目前教師的在職訓練、專業發展方式及實施途徑面臨許多限制，而網路學習具有通訊成本低及不受時空限制的特性，開啓了教師進修的新契機。 本研究以參與桃園縣e化學習平台【閱讀策略教學課程】之中小學教師為研究對象，以建立能促進教師社群成員參與互動討論意願，以及提昇教師教學關注程度之網路社群經營機制為目標，最終達成塑造以網路學習社群提升參與網路課程教師學習成效之教師專業發展模式，樹立成功實施的準則。 為達成上述之研究目的，本研究先以文獻分析法，針對研究相關資料進行蒐集與整理，作為研究發展與問卷設計之基礎，並規畫實際教學實驗，進行實徵觀察與研究。為增進成員間的互動與討論，本研究將課程畫分三階段實施包括推薦機制、激勵機制及專家引導網路社群經營機制，並同時輔以三次「閱讀策略教學關注階層問卷」進行調查，以呈現教師網路社群成員對於閱讀策略教學關注階段差異；並進一步探究不同背景變項之教師教學關注提昇之差異性，以及社群成員間互動對話內容之關注階層變化情形。課程結束後，實施「網路學習滿意度」問卷，探究三種經營機制之得分情形與教師閱讀策略教學關注階段之間是否具有相關性。最後，課程結束後約半年，以e-mail方式寄發「閱讀教學調查問卷」，追蹤社群成員實施閱讀策略教學之現況、所面對的困難，以追蹤瞭解參與網路課程對於其教學工作之助益。 茲將本研究所蒐集資料之量化與質化分析結果，歸納以下結論： 一、實施本研究所提出三階段社群經營機制之網路課程，可有效提昇教師閱讀策略教學關注。 二、不同背景變項之社群成員，對閱讀策略教學關注程度的差異不大。 三、網路社群經營機制與教師閱讀策略教學關注程度提昇具有顯著相關性。 四、社群成員因本研究所提出之三階段社群經營機制，有效促使雙向性對話熱絡，使得互動討論內容之關注階層提昇及部分關注階層呈現顯著向上提升變化。 五、社群成員對於網路經營機制普遍感到滿意，顯示本研究所提出之三階段學習社群經營機制確實對於教師專業成長具有助益。 六、基於學習社群經營之網路課程確實能提昇教師教學專業知能，並促使教師關注教學專業的實踐與對於學生的學習成效助益。 最後，研究者再根據研究發現，針對網路社群經營機制、開課團隊與教育單位提出具體建議，並針對未來可以繼續研究方向提出具體建議。 / Under the impact of social changes, it is urgent and necessary to enhance the capabilities of teaching professional to cope with this constantly changing environment. To date, the approaches of in-service training and professional development for teachers and their implementations face with many restrictions. While web-based learning has the features of low communication costs and without the constraints of time and space, it offers teacher a new opportunity to pursue further educations. 　　The subjects of this study are recruited from primary and secondary school teachers who participated in the program of "Reading Strategy Instruction Course" provided by Taoyuan County e-learning Platform. The objective is to establish operational mechanisms of online community that encourage the willingness of the members of teacher's community to participate in interactive discussions, and promote the level of teacher's instruction concern. Ultimately, the purpose of this study is to build up a teaching professional development model that utilizes the functions of web-based learning community to enhance the performances of the teachers who participated in the web-based learning, and set up the principles for future successful implementation. 　　To achieve the research purposes, this study first conducted literature analysis to collect and collate relevant information as a basis for researching and developing the design of questionnaires. The experimental teaching courses were designed for empirical observations and researches. In order to promote interactions and discussions among members, the courses were divided and carried out in three phases, including recommendation mechanism, incentive mechanism, and expert guidance mechanism of online community. And at the end of each phase, a "Questionnaire for the Level of Teachers’ Reading Strategy Instruction Concern" was administered to investigate and to present the different levels of the web community teachers' concern towards reading strategy instruction at different phases. Furthermore, two issues were explored in the study, namely, how the different background variables affect the teacher's instruction concern levels, and the changes in concern level of the contents by interactive dialogue among community members. At the end of the Course, the questionnaire of "Web Learning Satisfaction" was implemented, in order to examine the attained scores of the three operational mechanisms and the correlations between the scores and the teacher's levels of instruction concern of Reading Strategy. Finally, about six months after the end of course, the questionnaire of "Reading Instruction Survey" was sent by e-mail to the community members to track the implementation status of Reading Strategy Instruction, the difficulties, and to track and understand the benefits to teaching from participating in online courses. 　　The conclusions of quantitative and qualitative analyses of the information collected in this study are summarized in the following points: First, in this study, the proposed three-phase implementation of the operating mechanisms of the web community programs can boost effectively the teachers' instruction concern of reading strategy. Second, the differences of instruction concern towards reading strategy among the community members from different background are not significant. Third, the web community operational mechanisms are significantly correlated with promoting the levels of teachers' instruction concern. Fourth, community members benefit from the three-phase community operational mechanisms proposed by this study, in terms of effectively and warmly promoting two-way dialogue, improving the concern level towards the content of interactive discussions, and some parts of concern level presenting significant upward changes. Fifth, community members were generally satisfied with the web operational mechanisms proposed in this study, showing the three-phase operational mechanisms of learning community are useful to the professional development of teachers. Sixth, the web programs based on the operations of learning community can really enhance the teachers' professional knowledge and ability of teaching, promote the teachers' concern of professional practice, and benefit students' effective learning. Finally, according to the findings of the research, the specific operational mechanisms of web community, course delivery team, and educational unit are recommended, and the directions for future study are proposed.