生活課程教師專業素養指標之研究－以教學能力成熟度模型與模糊層級分析法為途徑

• Published in: Jiao yu ke xue yan jiu qi kan Vol. 64; no. 1; pp. 001 - 024
• Main Authors: 陳殷哲(Yin-Che Chen), 胡美雲(Mei-Yun Hu)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 國立臺灣師範大學 01.03.2019
• Subjects: fuzzy hierarchical analysis; life curriculum; modified Delphi method; teacher professionalism; teaching capability maturity model; TSSCI; 修正式德爾菲法; 教學能力成熟度模型; 教師專業素養; 模糊層級分析法; 生活課程; teaching capability maturity model; 模糊層級分析法; life curriculum; teacher professionalism; 教師專業素養; fuzzy hierarchical analysis; 教學能力成熟度模型; 生活課程; 修正式德爾菲法; modified Delphi method; TSSCI
• ISSN: 2073-753X
• DOI: 10.6209/JORIES.201903_64(1).0001

Guidelines for a 12-year basic education curriculum were announced and implemented in Taiwan in 2014. In these guidelines, “life curriculum” is defined as a course that is designed to bridge the gap in elementary and kindergarten course knowledge for first and second graders. Teachers should demonstrate adequate professionalism to fully implement the core literacies embodying the curriculum ideas of the 12-year basic education curriculum. This study aimed to develop a set of indicators for the professionalism of life curriculum teachers. Literature on Taiwanese and international studies was first reviewed to establish criteria for the professionalism of life curriculum teachers. The teaching capability maturity model was adopted, which divides professionalism into five levels, namely the beginner level, basic curriculum management, advanced curriculum management and implementation, quantitative management, and sustainable optimization, and incorporates 15 dimensions and 45 indicator checkup items. A modified