公辦公營國民小學實驗教育與職前師資培育課程之對應發展研究

A Study on the Corresponding Development of Public-Run Experimental Education and Pre-Service Teacher Education for Elementary Schools

本研究以一所公立實驗小學為個案，透過實驗教育理論研究、文件與檔案分析、參與觀察（包含實驗教育課程觀課以及實驗教育課程實作工作坊），以及實驗學校實習輔導教師「焦點團體訪談」等多元方法，探究公辦公營實驗教育職前師資培育與在職教師專業發展之問題與需求。研究者根據參與觀察與焦點訪談資料結果提出如下結論與建議：一、職前師資培育課程：師資培育機構應規劃實驗教育相關課程或工作坊，協助師資生理解多元實驗理念，並具備主題課程發展或分組協同教學等基礎專業素養。二、教育實習制度：現行教育實習制度規劃與實驗成績評量規範，實未能符合實驗學校課程與教學型態的多元需求，故相關教學實習與教育實習制度亟待調整。三、在職實驗教育教師專業增能：檢視實驗教育之課程教學以及學生學習之特殊需求，應可導入師培教授參與課程發展與共備、強化學習者中心之課程教學與評量知能、提供主題學習成果之策展實務與培力、特殊需求學生問題之輔導知能。

This study utilized a public-run experimental elementary school as a case to inquire possible problems of pre-service teacher education program and in-service teacher professional development Multiple methods were employed, which includes experimental educational theory research, document and file analysis, participant observation in classroom of thematic course teaching, experimental curriculum development workshop, and focus group of internship cooperating teachers. Based on the results of participant observation and focus interview, the following suggestions are provided: (1) pre-service teacher training curriculum: the teacher training institution should offer experimental education — related courses or workshops to help student teachers understand different experimental ideas, and to develop core professional competences, such as thematic course design or collaborative teaching skills; (2) pedagogical internship requirements: the current educational internship institutional designation and student teacher’s performance evaluation fail to meet the needs of different teaching and learning styles of experimental schools, therefore various experimental educational internship systems should be adjusted case by case; (3) inservice experimental education teachers’ professional empowerment: teaching problems of different experimental schools and the special needs of students’ learning should be considered, for example, school can induce experts to participate in curriculum development, to strengthen competencies of learner-center teaching and evaluation, to provide curatorial skills of thematic learning outcomes, and to enhance counseling abilities for students with special needs.