從敘事探究看校長公開授課的意義

The Significance of Principals' Lesson study from the Perspective of Narrative Inquiry

本文以校長實際的一堂公開授課為例，從敘事探究的觀點，探究校長公開授課的意義。本研究指出在12年新課綱的脈絡下，校長公開授課若嘗試用敘事探究的方式，對校長個人主體而言，是一趟和自我相遇的本真性學習的探究旅程；在旅程中可以發現課堂中特殊性和普同性，和發展教育的鑑賞力；而同時可以體現校長課程上的學習領導影響力，驅動教師的信念轉換，創造出學校公開授課特殊的紋理。

This article takes the principal’s actual lesson study as an example, and explores the significance of the principal’s lesson study from the perspective of narrative inquiry. This study points out that under the context of the implementation curriculum guidelines of 12-year basic education, if the lesson study of principal try to use narrative inquiry , for the principals themselves, it is an inquiring journey of authentic learning that meets the self; you can find it in the journey：the particularity and universality in the classroom, and the educational connoisseurship of the development. At the same time, the principal can reflect the learning leadership influence of curriculum, drive the conversion of teachers' beliefs, and create the special texture of the school's lesson study.