跨校教師專業貢獻平台之研究－以鹿角溪人工溼地課程發展工作坊為例

南華大學機構典藏系統 > 社會科學院 > 國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班) > 博碩士論文-公共政策研究碩士班 > Item 987654321/25833

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题名:	跨校教師專業貢獻平台之研究－以鹿角溪人工溼地課程發展工作坊為例
其它题名:	A Study on the Cross-School Teacher Professional Platform: A Case of Lujiao Creek Constructed Wetland Curriculum Development Group
作者:	周筱芬 CHOU, HSIAO-FEN
貢獻者:	國際事務與企業學系公共政策研究碩士班彭安麗 PENG, AN-LI
关键词:	貢獻平台;跨校教師;鹿角溪人工溼地 Contribution platform;Inter-district Teacher;Lujiao Creek Constructed Wetland
日期:	2017
上传时间:	2017-12-08 13:31:20 (UTC+8)
摘要:	本研究是以一個運作將近十年的跨校教師專業學習社群-鹿角溪人工溼地課程發展工作坊為對象，主要的研究目的是探究社群的發展階段、成員能夠全心投入社群的因素、召集人的領導行為及成員的互動關係、工作坊在新北市的社群扮演的角色和任務。為了達到研究目的，本研究採質性研究，受訪對象除了社群召集人，還有來自4個學校的7位社群成員。本研究透過相關文獻、深入訪談所得的資料，獲得以下的結論：一、工作坊當初是因為當時的台北縣辦理「溼地學校」溼地課程與教學方案徵選下，由一群熱愛大自然，來自不同學校的教師共同成立。二、工作坊的發展階段，依照課程的發展，可分為起始階段、運作階段及制度化階段，現在除了常態性的課程之外，成員還會開發新的課程，新的學年度，工作坊希望將桌遊融入溼地課程中。三、工作坊的成員因為有共同的理念，在工作坊辦理的各項增能研習、外埠參訪等活動，可以讓成員在專業上有所成長，並將在工作坊所學帶回學校與學生分享，而且工作坊和樂的氣氛，讓成員願意全心投入、奉獻心力在社群。四、召集人的知人善用，能設身處地為成員設想，能夠得到成員的信任，和成員之間互動良好，這些都可以影響社群的運作與發展，工作坊的召集人具備了這些條件，因此可以讓社群永續發展。五、工作坊在新北市的社群扮演領頭羊的角色，任務是將工作坊成功的社群運作經驗分享給其他社群，讓更多老師瞭解溼地教育，並一起教導我們的下一代，讓學生了解環境保護的重要。　　The thesis selects the ten-year-long interschool professional learning community, a curriculum development workshop on Lujiao River Manmade Wetland, as the subject investigated. Its main purpose is to explore the developing stage of the learning community, the factors in community members' involvement, the community leader's leadership and his interaction with other members, and the workshop's role in other communities in New Taipei City. In order to achieve the purpose, the thesis adopts the qualitative research method, and recruits interviewees including the community leader and seven community members from four schools. With the help of related literature and information obtained from deep interviews, the thesis reaches conclusions as follows, A.This workshop, consisting of teachers from different schools who have a passion for nature, was established when so-called Taipei County selected good lesson plans for “wetland school.”B.The stages of the workshop, based on the curriculum development, include three periods: beginning, functioning and systematizing. In addition to normal lessons, members develop new lessons. For example, in the coming semester, members plan to blend board games with wetland lessons.C.Workshop members who have the same ideas become better equipped with professional abilities through many professional development workshops and visiting activities, so that members can share what they learned in the workshop with students. Besides, members are willing to devote themselves to the community due to the friendly and pleasant atmosphere of it.D.The leader can make the most of human potential and stand in others' shoes; besides, he gets along well with other members. All of these characteristics not only have a positive influence on the function and development of the community, but also lead to the community's sustainable development.E.This workshop plays a role of the bellwether in New Taipei City's communities. Its task is to share the experience of workshop operation with other communities, making more teachers understand wetland lessons and teaching the younger generation the importance of environmental protection.
显示于类别:	[國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-公共政策研究碩士班

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