期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(1)三月刊

生活課程教師專業素養指標之研究─以教學能力成熟度模型與模糊層級分析法為途徑 作者:國立清華大學教育心理與諮商學系陳殷哲、新竹市三民國小胡美雲

卷期:64卷第1期
日期:2019年03月
頁碼:1-24
DOI:10.6209/JORIES.201903_64(1).0001

摘要:
2014年《十二年國民基本教育課程綱要總綱》中,「生活課程」是專為國小低年級設置的銜接課程,為一門超越學科的統整課程,教師需具備足夠的專業素養,方能落實十二年國民基本教育核心素養之課程理念。本研究旨在建構一套「生活課程教師專業素養指標」,先瞭解國民小學生活課程教師之專業素養,再結合教師教學能力成熟度模型,分為「初始級」、「基本課程管理」、「進階課程管理實施」、「量化管理」與「永續最適化」五個層級,其下包含15個指標向度及45個指標檢核項目,並以修正式德爾菲法取得專家學者之共識,進而透過模糊層級分析法分析各層級指標之權重分配及重要性排序,藉此建構出一套系統化及科學化之指標體系,期能提供生活課程教師自我檢核與專業成長,並作為教育行政機關推動教師專業發展與師資培育之參考依據。

關鍵詞:生活課程、修正式德爾菲法、教師專業素養、教學能力成熟度模型、模糊層級分析法

《詳全文》 檔名

參考文獻:
  1. 丁增銓(2007)。由「教師專業」談「精進教學能力」。網路社會學通訊期刊,63,31-33。 【Ding, Z.-Q. (2007). Discussing “teaching skill improvement” through “teacher professionalism”. E-Social Journal, 63, 31-33.】
  2. 王真麗(2005)。生活課程:理論與實務。臺北市:高等教育。 【Wang, Z.-L. (2005). Life-curriculum: Theory and practice. Taipei, Taiwan: Higher Education.】
  3. 吳明清(2006)。讓專業成為教育改革動力。台灣教育,637,24-29。doi:10.6395/TER.200602. 0024 【Wu, M.-Q. (2006). Turn professionalism into motivation for education reform. Taiwan Education Review, 637, 24-29. doi:10.6395/TER.200602.0024】
  4. 吳清山(2010)。師資培育研究。臺北市:高等教育。 【Wu, Q.-S. (2010). Research in teacher education. Taipei, Taiwan: Higher Education.】
  5. 吳璧純(2008)。找回統整的生活課程:九年一貫生活課程研修及97生活課網的特色。教育研究月刊,175,22-34。 【Wu, B.-C. (2008). Rediscovering the integrated life curricula: A study of the grade 1-9 curriculum and the features of life curricula in 2008. Journal of Education Research, 175, 22-34.】
» 展開更多
中文APA引文格式陳殷哲、胡美雲(2019)。生活課程教師專業素養指標之研究─以教學能力成熟度模型與模糊層級分析法為途徑。教育科學研究期刊,64(1),1-24。doi: 10.6209/JORIES.201903_64(1).0001
APA FormatCheng, Y.-F., Hsu, Y.-S., Lee, C.D. (2018). Application of a teaching capability maturity model and fuzzy analytic hierarchy process in constructing professionalism indicators for life curriculum teachers. Journal of Research in Education Sciences, 64(1), 1-24. doi: 10.6209/JORIES.201903_64(1).0001

Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(1)】March

Application of a Teaching Capability Maturity Model and Fuzzy Analytic Hierarchy Process in Constructing Professionalism Indicators for Life Curriculum Teachers Author: Yin-Che Chen (Department of Educational Psychology and Counseling, National Tsing Hua University), Mei-Yun Hu (San Min Primary School, Hsinchu City)

Vol.&No.:Vol. 64, No.1
Date:March 2019
Pages:1-24
DOI:10.6209/JORIES.201903_64(1).0001

Abstract:
Guidelines for a 12-year basic education curriculum were announced and implemented in Taiwan in 2014. In these guidelines, “life curriculum” is defined as a course that is designed to bridge the gap in elementary and kindergarten course knowledge for first and second graders. Teachers should demonstrate adequate professionalism to fully implement the core literacies embodying the curriculum ideas of the 12-year basic education curriculum. This study aimed to develop a set of indicators for the professionalism of life curriculum teachers. Literature on Taiwanese and international studies was first reviewed to establish criteria for the professionalism of life curriculum teachers. The teaching capability maturity model was adopted, which divides professionalism into five levels, namely the beginner level, basic curriculum management, advanced curriculum management and implementation, quantitative management, and sustainable optimization, and incorporates 15 dimensions and 45 indicator checkup items. A modified Delphi method was adopted to obtain consensus among experts and scholars. A fuzzy hierarchical analysis was performed to assign weights and ranks to the indicators at all five levels. This empirical indicator system was therefore developed to serve as a self-assessment tool for life curriculum teachers to develop their professionalism; moreover, the indicators may serve as a reference for educational administrative agencies to promote the development of teacher professionalism and support future teachers.

Keywords:fuzzy hierarchical analysis, life curriculum, modified Delphi method, teacher professionalism, teaching capability maturity model