談教師如何獲得KCS：以閱讀素養的課程實踐為例

How Teachers Get Their Knowledge of Content and Students: A Case Study from the Example of the Curriculum Practicing of Reading

本研究以閱讀素養的課程實踐為例，談教師如何獲得內容與學生知識（Knowledge of content and students〔KCS〕）。本文採質性個案研究，時程為一學年，深入新北市F國中九年A班一位專家教師的閱讀素養課程，探究教師如何在課程實踐的歷程中，獲得此項特殊的教師知識。資料的蒐集以課室觀察與個案訪談為主；亦進行文件分析，以透視師生的學習證據與思考轉化。研究發現，在閱讀素養的課程實踐中，教師需要的KCS為文章結構、寫作手法以及背景脈絡；而獲得KCS的歷程與方式為：「預測學生學習→診斷學生困難→修正學習鷹架→師生共構課程」的循環。教師須在與學生互動的過程之中，方得以完備教師知識；換言之，在課室場域中，師生互為主體，KCS的獲得實為教師「向學生學習」的一段歷程。

The research is to investigate that how teachers get the knowledge of content and students (KCS) from the example of the curriculum practicing of reading competence. This research entailed a one-year case study at a junior high school ninth grade class in New Taipei City. The researcher uses classroom observation, intensive interviews, and literature analyses to investigate how teachers get this special kind of teachers' knowledge. The study found that teachers need ''article structure'', ''writing techniques'', and ''context'' to practice reading competence courses. The teachers connected all the information related to the students' learning context through a systematic process, which consisted of predict, diagnosis, revise, and construct. Teachers must interact with students to complete their knowledge. In other words, in the classroom, teachers and students are subjects of each other. ''Learning from students'' is the process of getting KCS.