九年一貫課程改革使輔導圍再次受到重視，各縣市紛紛利用「國民教育輔導圍」來
協助推動學校的教學改革。輔導圍員被期望為優秀的教師或教師中的菁英，並被賦
予推動改革、教學輔導等功能。然而，輔導團員是否比一般教師其備較佳的知識與
教學技能仍是待答的問題。本研究對全國公私立國中社會領域教師進行問卷調查，
以歷史背景的教師為觀察對象，發現曾經擔任輔導團員與未曾擔任輔導團員的教師
在歷史知識、學科概念及教學知能上並沒有差異。本文討論此研究結果對輔導團員
的甄選及專業發展的義涵。 The I_9th Grade Integrated CUlTiculum Reform has revitalized long-established
Curriculum and Instruction Advisory Groups. Counties and cities began restructuring
the Advisory Groups since the reform. Advisors in different academic fields are
recruited and expected to provide cUlTicular and instructional consultation and facilitate
change in schools. Advisors are widely regarded as the elites of teachers with more and
better professional knowledge and skills. However, whether their subject matter
knowledge and pedagogy are better than ordinary teachers remains to be an empirical
question. This study surveyed all public and private junior-high school social studies
teachers in Taiwan. The result shows that there is no significant difference between
advisors and ordinary teachers in aspects of historical knowledge, conceptions of history
and history teaching approaches. I discuss the implications for Advisory Groups'
recruitment and professional development.
Relation:
課程改革與教學輔導國際學術研討會論文集=Proceedings of the International Conference of Curriculum Reform and Instructional Support，頁123-136
