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    題名: 國民小學教學卓越團隊運作歷程之研究
    其他題名: A study of the operational process of excellent teaching teams in primary schools
    作者: 李幸儒;Li, Hsing-ju
    貢獻者: 淡江大學教育政策與領導研究所碩士班
    吳明清;Wu, Ming-ching
    關鍵詞: 教師團隊;團隊運作歷程;教學卓越團隊;teacher team;process of team;excellent teaching team
    日期: 2008
    上傳時間: 2010-01-11 00:10:20 (UTC+8)
    摘要: 近年來在科技的快速發展與全球性的高度競爭,已使團隊(team)的觀念愈來愈受重視。我國國民小學教師團隊的發展與運作雖尚在起步階段,但因應九年一貫課程改革的新需求,教學卓越之優良教師團隊的表現,為學校專業團隊和發展提供良好的示範。為使日後教師團隊的發展能更成熟且更具效能,本研究即以96學年度教育部教學卓越獎評選獲獎之三所國民小學教學卓越團隊進行個案分析,透過訪談與文件分析之方法,探討國民小學教學卓越團隊之運作歷程。
      綜合訪談與文件分析所得之資料,本研究歸納以下結論:
    一、教學卓越團隊之發展,是由志同道合的成員自發性所組成,藉由平等對話與溝通、責任分享,以共同完成團隊任務。
    二、教學卓越團隊之建立,首重成員的組合,兼具興趣與能力,並結合教師實務經驗與專家學理知識。
    三、教師團隊凝聚力之產生,有賴於團隊在時間、空間、運作方式上展現彈性與多元之有效互動。
    四、教學卓越團隊之良性衝突,有利於解決團隊運作之實務問題。
    五、教學卓越團隊之組成與運作,對教師本身與學校行政皆有正向之效益。
      根據上述研究結論,本研究對學校教師、學校行政、教學卓越獎主辦單位以及未來後續研究提出若干建議。
    Rapidly development of technologies and highly competition of globalization made the concept of the “team” and “teaming” more and more important. Though the professional teams of elementary school teachers in Taiwan just began recently, the performance of groups of teachers in the teaching excellence awards competition provides models as professional teams for school innovation. In order to understood the operational process of the teachers team, this research took three elementary schools awarded by the Ministry of Education for excellence teaching in 2007 as cases for analysis by intensive interviewing and document analysis.
    Based on result of data analysis, this research came to some conclusions as follows:
    1. The development of the excellence teaching team was made up by members with similar habits and interests, and all members of the team worked through fair discussion, communication and sharing responsibility.
    2. The most important part of the teaching excellence teams was the association of members by means of shared experience and expertise of teachers.
    3. The coherence of the teacher team relies on the derived from dynamic process which was flexible in time, space, and operation mode and diversified is effective interaction.
    4. The positive conflicts among members of the excellence teaching team were helpful to deal with common problems of the team when processing the tasks.
    5. The composition and process of excellence teaching teams had positive benefits for teachers and school administrators in team of professional development.
      According to conclusions stated above, this research provided some suggestions for teachers, school administrators and the sponsor of excellence teaching awards in the future.
    顯示於類別:[教育政策與領導研究所] 學位論文

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