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篇名 |
日本教與學的變革:TALIS的省思
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並列篇名 | Reformation of Teaching & Learning in Japan: A Reflection on TALIS |
作者 | 梁忠銘 |
中文摘要 | 本研究擬透過文獻分析,針對TALIS 2013調查結果中有關日本教師與校長專業發展相關部分加以探討,主要的目的有三:一、日本所呈現有關教師基本結構與學校環境有關之差異為何?二、教師工作時間內容與教學環境管理相關的項目,所呈現的特徵為何?三、校長工作內容與領導管理相關的項目,所呈現的特徵為何?研究發現:一、日本教師的最大特徵可以說是女性教師比率的稀少。學校狀況首先就可呈現出教師的不足。平均每一位教師負責學生數20.3人,比起TALIS參加國平均的12.4人高出很多。二、日本教師工作時間內容與教學環境管理相關的項目,所呈現的特徵包括:(一)在教師一週工作內容中,日本幾乎在每項所花的時間,都要比所有參加國平均來得多,也來得長。(二)在班級規律管理、課堂秩序的管控上,都呈現優於參加國的平均值,說明師生的互動也比參加國的平均值明顯高出很多。(三)在有關教師教學指導方法上,日本在教學指導方法的排序上與參加國的平均值排序變化不大,但是在比率上有非常明顯的不同,各項平均值都在參加國的平均值之下。三、日本校長工作內容與領導管理相關的項目,呈現日本校長在管理上的獨特性,他們比較偏重於上級交付任務的執行成效,在課程與教學成效及教師管理上擔負比較少的責任。 |
英文摘要 | This paper uses document analysis method to discuss about the OECD TALIS findings 2013 related to the teaching and learning of the teachers and students as well as teachers’ professional development in Japan. The study results are: 1. The most significant feature of Japanese teachers is the scarcity of female teachers, which is reflected in the school status that each teacher needs to take care of 20.3 students on average, a figure much higher than the average figure of 12.4 for participant countries. 2. In terms of items related to Japanese teachers’ working time and content and teaching environment management, the first feature is that the time spent by Japanese teachers on each duty item within a week is much more than the average value of almost all participant countries, and much longer than most other participant countries. The discipline atmosphere of the classes and the control of order in classes are better than the average value of the participant countries, which means that interactions between teachers and students are much higher than the average value of the participant countries. In teams of the teaching instruction methods applied by the teachers in classes, the Japanese teachers place orders of teaching methods similar as the average value of the participants but with significant difference in ratios, i.e. the average ratio of all items are lower than that of the participant countries. 3. Japanese teachers’ participation in almost each item of professional development activities is higher than the average value of the participant countries. Japanese teachers participate in professional development activities mostly in order to improve their teaching skills and develop curriculums, but don’t have a high demand for management and administrative skills. A special feature of their professional learning is the especially high ratio of “learning tour in other schools”. It shows that Japanese teachers are actively participating in teaching visits within and outside campus and also reflects the popularity of class visits between Japanese teachers. |
起訖頁 | 088-102 |
關鍵詞 | 日本文部科學省、日本國立教育政策研究所、教與學國際調查、經濟合作暨發展組織、MEXT、NIER、TALIS、OECD |
刊名 | 教育研究月刊 |
期數 | 201712 (284期) |
出版單位 | 高等教育出版公司 |
DOI |
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| 瑞典與愛沙尼亞校長領導之比較:2013年TALIS結果分析 |
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| 韓國校長領導之探究:2013年TALIS結果分析 |