學習共同體前導學校實施情形、困境與因應策略之研究

Implementing Learning Community: A Study of Pilot Schools in New Taipei City

本研究以問卷調查法探討新北市學習共同體前導學校實施現況、面臨困境與解決策略。研究對象為新北市前導學校國小教育人員，研究學校共28所，共寄發問卷443份，回收353份，有效問卷345份，回收率為77.8％，所得資料以平均數、標準差、變異數分析等方法進行分析。 根據研究結果，本研究獲致以下結論：一、教育人員知覺學習共同體理念及知覺實踐學習共同體為中上程度。二、不同背景變項教育人員對學習共同體理念知覺情形之差異分析，因職務、身分、學校規模、學校所在地區、學校實施概況的不同而有顯著差異。三、教育人員實施學習共同體最大困境情形為：教師有趕課壓力、教師共同備課時間不足。四、教育人員認為實施學習共同體遭遇困境可採用因應策略：培養觀課者與授課者間的信任關係，及降低教學者被觀課的壓力；減少與教學不相關的行政工作、協助安排授課教師彼此的共同時間。本研究根據以上結論，對教育行政主管機關、推動學習共同體學校，提出相關建議。

This study investigated the implementation of learning community in pilot schools of New Taipei City and its associated obstacles and solutions via questionnaire surveys. The participants of the present study included teachers from 28 pilot elementary schools. A total of 443 questionnaires were issued, of which 353 were returned, with 345 valid responses yielding a rate of 77.8% from all the teachers initially selected. T-test and ANOVA were performed to analyze the gathered data. The major findings are as follows. Firstly, the perception score in learning and implementing “learning community” among teachers in pilot schools was rated above average. Secondly, the perception of teachers towards the pragmatic rationales of learning community varied significantly due to factors such as teachers’ status and positions, the sizes of their schools, the locations of their schools, and the ways learning communities are implemented in the schools. Thirdly, the major obstacles in implementing learning community as perceived by the participating teachers included pressure to keeping up with predetermined schedule, and the lack of time for teachers to thoroughly discuss their lesson plans together. Fourthly, solutions to the obstacles in implementing learning community as perceived by the participating teachers included: the need to build mutual trust between teachers and classroom observers, reducing teachers’ pressure of being observed, reducing administrative workload irrelevant to teaching, and arranging communal time slots for teachers in the learning community to discuss and work together. Based on the above conclusions, the authors also provided some suggestions to educational administrative authorities, and schools implementing learning communities.