本研究採用台北市政府教育局所發展的「發展性教學輔導系統」作為研究工具，以台北縣一所國中的二位實習教師作為研究對象，進行學校本位教學視導的行動研究，藉以瞭解學校本位教學視導對實習教師在教學輔導上的成效。
本研究先以文獻分析法探討學校本位教學視導的理論內涵，再從實施學校本位教學視導所蒐集的教學觀察、座談回饋、學生反應、教師感想等等相關資料，分析比較二位實習教師在接受學校本位教學視導前後的教學變化情形，並與一位未接受學校本位教學視導的實習教師作對照，最後提出如下的研究發現與建議：
一、研究發現
（一）學校本位管理與教學視導為學校本位教學視導的理論基礎。
（二）學校本位教學視導的實施方式會因校制宜。
（三）實施學校本位教學視導可以幫助教師專業成長，增加教師教學信心；促進教學專業對話，建立教學專業團隊；提高學生學習興趣，提升學生學習效果；培訓教學視導人員，成為校內種子教師。
二、綜合建議
（一）教學視導的規準與指標內容要具體、客觀、明確。
（二）依學校條件與教師需求權變實施學校本位教學視導。
（三）學校本位教學視導應成為學校例行措施。
（四）教師聘約上明文規定教師應接受學校本位教學視導。
（五）師資培育機構協助教育實習學校培訓教學視導人員。
（六）採用質量並行的研究方法繼續後續研究。 / The research adopts Developmental Instructional Assistance Program developed by the bureau of education in Taipei City Government as the study tool. The subjects of the research are two intern teachers who work in a junior high school of Taipei County. In order to realize the effect of school based instructional supervision on intern teachers’ teaching assitance, we proceed the action research of school based instructional supervision.
First, the research explores the content of the theory school based instructional supervision by means of literature analysis, And then put it into practice. In the wake of collecting relevant information about teaching observation, discussion feedback, students’ reaction, teachers’opinions etc., analyze and compare the difference of the two intern teachers’teaching, which is compared before accepting schoolbased instructional supervision and after accepting it. Moreover, in contrast with an intern teacher who does not accept school based instructional supervision, we finally bring forward the findings of the research and suggestions as follows：
1. The findings of the research：
（1） School based management and instructional supervision are the basis of the theory school based instructional supervision.
（2）The method of implementing school based instructional supervision should be alternative.
（3）Implementing school based instructional supervision helps teachers cultivate professional, increases teacher’s confidence in teaching, promotes professional conversation in teaching, establishes professional group in teaching, uplifts student’s interest in learning, enhances student’s learning effect, and training instructional supervision personnel to make them beome seed teachers in schools.
2.Integrated suggestions：
（1） The content of the standard and indication for instructional supervision must be concrete, objective, and definitive.
（2） Delegate and implement school based instructional supervision, depending on school’s conditions and teacher’s needs.
（3）School based instructional supervision Should become the routine in schools.
（4） It should be clearly stipulated in the formal letter of employment that teacher should accept school based instructional supervision.
（5）The teacher training institutes assist educational intern schools to educate and train instructional supervision personnel.
（6）Adopt the method of research, which is qualifying accompanied with quantifying, to continue the follow-up research.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0089911012 |
| Creators | 池勝源, chih sheng yuan |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
Page generated in 0.002 seconds