運用專業學習網絡促進偏鄉小校的跨年級教學：以國立屏東大學與鹿兒島大學為例

Promoting Multigrade Teaching in Rural Small Schools Through Professional Learning Networks: A Case Study of National Pingtung University and Kagoshima University

少子化對於學生人數銳減與教師流動率高的偏鄉小校帶來嚴峻的挑戰，跨年級教學逐漸成為解決小校教育問題的創新策略。本文探討專業學習網絡（Professional Learning Networks, PLNs）的運作，如何結合地方師資培育大學與縣市政府，因應偏鄉小校跨年級教學的挑戰。本文聚焦於國立屏東大學與鹿兒島大學的實踐，分析專業學習網絡促進偏鄉小校教師的專業成長。在臺灣，國立屏東大學結合教育部國民及學前教育署跨年級教學計畫與大學社會責任（University Social Response, USR）計畫，與縣市政府和社區合作，形成穩固的專業學習網絡，提升偏鄉教師在跨年級教學的課程設計與專業知能。在日本，鹿兒島大學與地方教育委員會共同推動教學圈的運作模式，促進跨校資源共享與教師專業對話，為偏鄉教師提供長期的支持與協作平台。本文認為，專業學習網絡能有效整合資源、促進專業對話，為偏鄉小校跨年級教學實施帶來長期的支持與陪伴。未來應投入更多跨國學術交流，探究專業學習網絡在不同文化背景下的應用與發展。

The declining birthrate has posed significant challenges to rural, small schools, including reduced student enrollment and high teacher turnover. Multigrade teaching has emerged as an innovative approach to address these educational issues. The study examines the implementation of professional learning networks (PLNs) and how they integrate teacher colleges and local governments to tackle the challenges multigrade teaching faces in rural schools. Focusing on the practices of National Pingtung University in Taiwan and Kagoshima University in Japan, this paper analyzes how PLNs promote professional growth among rural teachers and foster innovation and sustainability in rural education. In Taiwan, National Pingtung University, in collaboration with the Multigrade Teaching Program under the Ministry of Education and the University Social Responsibility (USR) initiative, has worked with local governments and communities to establish a robust PLN. This network effectively supports rural teachers by enhancing their curriculum design and teaching practices for multigrade teaching. In Japan, Kagoshima University and local educational boards have implemented Instructional Rounds (IRs), facilitating cross-school resource sharing and professional dialogues, and providing long-term support and collaborative platforms for rural teachers. This study suggests that PLNs effectively integrate resources and foster professional dialogue, offering sustained support and guidance for multigrade teaching in rural small schools. Future research should focus on furtherinternational academic exchanges to explore the application and development in diverse cultural contexts.