從教師專業承諾反思學生學習成效：加拿大教育經驗的啟示

目前國小教育強調素養導向學習（competency-based learning），但在實踐過程中仍面臨許多挑戰，影響學生的學習成效（student learning outcomes）。根據研究與教育現場觀察，主要問題包括課程與教學挑戰、教師壓力與專業發展、學生學習動機、家庭與社經背景影響、教育資源分配不均等。
本文借鏡加拿大教育經驗，參酌安大略省教師績效評估（teacher performance appraisal, TPA），針對國小教師在教師專業承諾中的專業認同、專業投入、留職意願與專業成長等面向提出省思，並以加拿大安大略省所實施－問責學生學習成效為導向（accountability-oriented for student learning outcomes）的教育措施內涵探討國小教師專業承諾與學生學習成效，最後亦為教育問題提出建議策略。

At present, primary school education emphasizes competency-based learning, but it still faces many challenges in practice, which affects students' learning outcomes (Student Learning Outcomes). According to research and educational field observations, the main issues include curriculum and teaching challenges, teacher pressure and professional development, student learning motivation, family and socioeconomic background influences, and uneven distribution of educational resources.
This article draws on Canadian education experience and the Ontario Teacher Performance Appraisal (TPA) to reflect on the professional identity, professional investment, willingness to stay and professional growth of elementary school teachers in teachers’ professional commitment. It also explores the professional commitment of elementary school teachers and student learning outcomes based on the connotation of the Accountability-oriented for student learning outcomes (Accountability-oriented for student learning outcomes) educational measures implemented in Ontario, Canada. Finally, it also provides suggestions and strategies for educational issues.