DSpace community: 學習與教學研究所

一個教育，兩個世界：地方輔導團與國小現場的素養命題形成;One-Education， Two Worlds: The Development of Competency-Based Items by Local Compulsory Education Advisory Groups and Elementary School Teachers

Tue, 20 Oct 2026 09:07:28 GMT

title: 一個教育，兩個世界：地方輔導團與國小現場的素養命題形成;One-Education， Two Worlds: The Development of Competency-Based Items by Local Compulsory Education Advisory Groups and Elementary School Teachers abstract: 本研究旨在探究地方輔導團成員與國小現場教師如何在不同場域中形成素養題，並比較其命題實作差異。自十二年國民基本教育課程綱要實施以來，教育行政機關持續透過示例、研習與資源平台推動素養導向評量，但第一線教師對素養題的判準、教學範圍及評分方式仍存有疑慮。因此，本研究將焦點由題目結果前移至形成歷程，分析素養理念如何在互動、協商與修正中被重新塑形。本研究採質性研究取向，以Michael Bratman的共享能動性為分析視角，將互鎖意圖、子計畫契合與相互回應轉化為指向性、相容性與因應性三項向度。研究參與者包括地方輔導團成員10名與國小現場教師6名，資料以半結構式訪談為主，並輔以政策文件、研習資料、評量示例、段考試卷及試題修訂版本。本研究結果如下：一、地方輔導團的素養示例研發，主要發生於相對專業化且責任風險較低的示例研發場域。團員的共同活動較能持續圍繞素養判準的釐清、學科本質的維持、學生認知起點的掌握、情境功能的檢視及題目品質的修正，使不同命題構想逐步形成可供國小教師參照的專業示例。二、國小現場教師的素養命題則嵌入高責任密度的正式段考制度。段考試卷必須由同年級教師共同使用、共同評分並共同承擔，因此素養題能否進入試卷，不只取決於命題教師的理念與能力，也須同時回應教學範圍、作答時間、試卷篇幅、班際公平、答案明確性、評分一致性、同儕關係、家長反應及考後責任等條件。三、兩個場域皆可能形成共享能動性，但呈現出不同的運作樣態。在指向性上，地方輔導團較能將素養示例的專業深化置於共同活動核心，國小現場教師則較穩定地共同指向段考試卷的完成與運作；在相容性上，地方輔導團較有機會整合學科本質、學生起點、情境功能與題目結構，國小現場教師則須優先使素養設計與時間、公平、評分及共同責任形成可運作的關係；在因應性上，地方輔導團的回應較常導向專業修題與示例深化，國小現場教師的回應則較容易在多重風險下導向題目明確化、安全化或其他補償性調整。四、正式段考中的共同活動不只受到直接參與命題與審題者的影響。家長期待、行政規範、政策要求與考後責任雖未必直接進入命題討論，仍會透過教師的預期、風險判斷與責任考量形成「間接在場」，改變共同目標的排序、命題條件的安排及後續因應行動。因此，現場教師將題目調整為較明確、較封閉或較低風險的形式，並不必然代表其理念不足或能力不足，而可能是外部責任環境牽引下所形成的情境判斷。五、本研究進一步提出「不便」，作為理解現場教師素養命題困難的一種去汙名化解釋。所謂「不便」，並非指教師單純覺得麻煩，也非指教師缺乏專業能力，而是指教師即使理解素養命題理念、具有實踐意願及一定的命題能力，其個人意圖仍可能因未能與共同段考的責任結構充分接合，而難以安心提出、穩定保留並共同承擔素養題。依據上述結果，本研究指出，教育行政主管機關與地方輔導團在推動素養命題時，不宜僅著重於個別教師的理念宣導與命題技術增能，也須協助學校建立共同評量目標與命題語言，將評量討論前移至學期初或單元共備階段，並透過學生作答證據、評分規準、低威脅的共同修題及責任共擔機制，使素養命題由個別教師的命題嘗試，逐步轉化為學年教師可共同理解、修正與承擔的評量實踐。綜合而言，素養命題的落地不是政策理念的直接移植，也不只是教師個人能力的展現，而是一種在專業判斷、制度條件、人際互動與責任關係中持續協商的集體實踐。;This study examines how competency-based items are developed by members of local compulsory education advisory groups and elementary school teachers across settings and compares their item-development practices. Since the implementation of Taiwan’s 12-Year Basic Education Curriculum Guidelines， educational authorities have promoted competency-based assessment through sample items， teacher workshops， item selection programs， and resource platforms. However， frontline teachers continue to face uncertainty concerning item criteria， contextualization， curriculum scope， and the scoring of open-ended items. Accordingly， this study shifts attention from final item formats to the processes through which competency-based principles are translated， negotiated， and reshaped. Adopting a qualitative approach， this study draws on Michael Bratman’s concept of shared agency. Interlocking intentions， meshing subplans， and mutual responsiveness were contextualized as three analytical dimensions: orientation， compatibility， and adaptivity. These dimensions examine joint focus， the coordination of item-development considerations with institutional conditions， and how contextual signals shape adjustments. Participants included 10 advisory group members and 6 elementary school teachers. Data were collected through semi-structured interviews and supplemented by policy documents， workshop materials， assessment exemplars， periodic examination papers， and item-revision records. The findings are as follows. First， advisory groups develop sample competency-based items in settings with lower accountability risks. Their negotiations focus on competency criteria， subject-specific principles， students’ cognitive starting points， contextual functions， and item quality. Second， elementary school teachers develop items within formal periodic-examination settings marked by concentrated shared responsibility. Because examinations are jointly used， scored， and accounted for， teachers must consider curriculum scope， testing time， cross-class equity， scoring consistency， collegial relationships， parental responses， and post-examination accountability. Third， shared agency operates differently across the two settings. Advisory groups are oriented more toward refining competency-based exemplars， whereas elementary school teachers prioritize the stable completion of grade-level examinations. Advisory groups are also better positioned to integrate disciplinary principles， student readiness， contextual functions， and item structures， while school-based feedback more often leads to greater explicitness， closure， or risk reduction. Fourth， parental expectations， administrative regulations， policy requirements， and anticipated accountability may influence item development even when not directly represented in discussions. Through teachers’ expectations and risk judgments， these external forces indirectly shape priorities and revisions. Thus， more explicit， closed-ended， or lower-risk formats do not necessarily reflect inadequate understanding or competence， but may represent contextual judgments formed under shared responsibility. Fifth， this study offers a destigmatizing interpretation of teachers’ difficulties by framing them as contextually constrained practice rather than reluctance or professional inadequacy. Even when teachers understand competency-based principles， possess relevant expertise， and are willing to apply them， the shared-responsibility structure of periodic examinations may still make it difficult for them to confidently propose， retain， and collectively assume responsibility for such items. The study suggests moving beyond individual technical training by establishing shared assessment goals， collaborative item development， collective revision， and shared responsibility. Schools should move assessment discussions to early-semester or unit-planning stages and use student-response evidence， scoring rubrics， and a low-threat revision culture. Competency-based item development is best understood as a collective practice negotiated through professional judgment， institutional conditions， interpersonal relationships， and accountability structures.

AI融入教學的實踐經驗與教師專業發展：四位具高度專業能動性資深高中教師的跨個案研究;AI融入教學的實踐經驗與教師專業發展：四位具高度專業能動性資深高中教師的跨個案研究

Tue, 20 Oct 2026 09:07:04 GMT

title: AI融入教學的實踐經驗與教師專業發展：四位具高度專業能動性資深高中教師的跨個案研究;AI融入教學的實踐經驗與教師專業發展：四位具高度專業能動性資深高中教師的跨個案研究 abstract: 本研究旨在探討生成式人工智慧快速發展下，具專業能動性的資深高中教師如何進行 AI 素養教學，並分析教師專業發展活動（Teacher Professional Development， TPD）對其教學實踐的支持與侷限。研究以四位不同學科背景的資深高中教師為對象，透過半結構式訪談、課堂觀察與教學文件進行質性分析。研究發現，四位教師皆以學科本質、學生需求與專業判斷作為 AI 融入教學的基礎。他們將 AI 運用於備課、探究、表達與回饋，並強調 AI 應作為學習鷹架，而非取代學生思考的工具。有效的 TPD 能協助教師重新理解專業角色，並促進教學轉化；然而，現行 TPD 仍偏重工具操作，且缺乏分層、持續性與制度化支持。本研究建議，未來 AI 教育政策與教師專業發展制度應重視教師的專業判斷、學科脈絡與持續性支持，以促進以學生學習為核心的 AI 素養教學。;This study explores how experienced senior high school teachers with professional agency implement artificial intelligence (AI) literacy education amid the rapid development of generative AI. It also examines the support and limitations of teacher professional development (TPD) in facilitating AI-integrated teaching practices. Four experienced senior high school teachers from different subject areas participated in the study. Qualitative data were collected through semi-structured interviews， classroom observations， and teaching documents. The findings indicate that the four teachers integrated AI into their teaching based on the nature of their subjects， students’ learning needs， and their own professional judgment. They used AI to support lesson preparation， inquiry-based learning， expression， and feedback. However， they emphasized that AI should serve as a learning scaffold rather than replace students’ independent thinking. Effective TPD helped teachers reconsider their professional roles and transform AI-related knowledge into classroom practices. Nevertheless， existing TPD programs remain overly focused on tool operation and lack differentiated， sustained， and institutionalized support. This study suggests that future AI education policies and TPD systems should place greater emphasis on teachers’ professional judgment， subject-specific contexts， and sustained support. Such efforts are essential for developing AI literacy education that remains centered on student learning.

Investigating the Effectiveness of Peer-led Learning by Teaching Approach in EFL Grammar Instruction;Investigating the Effectiveness of Peer-led Learning by Teaching Approach in EFL Grammar Instruction

Tue, 20 Oct 2026 09:06:25 GMT

title: Investigating the Effectiveness of Peer-led Learning by Teaching Approach in EFL Grammar Instruction;Investigating the Effectiveness of Peer-led Learning by Teaching Approach in EFL Grammar Instruction abstract: 長期以來，以教師為中心的文法教學是英語作為外語（EFL）課堂中最普遍的教學方式，然而此種由教師主導的教學模式，不僅使學生參與相對有限，也容易導致被動學習。為促進更深入的學習與更高程度的學生參與，本論文探討一種主動式學習的文法教學方案「同儕主導教學學習」（Peer-led Learning by Teaching， PLdL）。本研究旨在比較此教學方法與傳統教師中心教學在文法學習成效上的差異，並進一步探討其促進文法學習的潛在機制。對照組和實驗組皆使用相同教材並實施十八週，其中傳統教師中心組包含四個班級共142名學生，PLdL組則包含六個班級共297名學生。PLdL組的學生以六人為一組並分為三對搭檔，每週輪流由每對搭檔擔任討論主持人、紀錄者以及發言人的角色，並透過同儕教學、討論與合作完成文法學習活動。量化分析結果顯示，PLdL教學法與較佳的英文文法學習成效具有正向關聯，並透過以主動參與為核心的課堂設計，營造促進學生投入學習的課堂環境。PLdL組學生的文法學習成效顯著優於傳統教師中心組。進一步分析發現，學生初始文法能力高低並未顯著影響PLdL與教師中心教學兩種教學方式的成效。然而，依學生初始文法能力進行分組分析後發現，初始成績較高的學生在PLdL教學中呈現顯著的學習進步。此外，較高程度的合作學習與較佳的文法學習成效呈現正向相關，顯示較高程度的合作學習可能為PLdL促進文法學習的潛在機制之一，並支持PLdL作為EFL文法教學可行方案的應用價值。整體而言，本論文突破了傳統文法教學研究僅比較不同教學取向的框架，提出並實證評估一套具體且可於真實EFL課堂實施的PLdL教學模式，為EFL文法教學提供具實務價值的教學參考。;Traditional teacher-centered grammar instruction has been the most prevalent method of instruction. However， to enrich students’ learning and allow for deeper understanding and student engagement， this dissertation focuses on exploring an alternative approach to enhance EFL grammar learning. This research investigates the proposed grammar instructional approach of active learning through peer-led learning by teaching (PLdL) and compares the effectiveness of the approach to the more traditional teacher-centered instructional approach. In addition to overall effectiveness， this research further explores the potential mechanisms of the proposed PLdL instructional approach. Both control and experimental approaches spanned across 18 weeks with identical materials. To compare the effectiveness of the proposed approach， 142 participants from four classes received traditional teacher-centered instruction. Meanwhile， 297 students from six classes received the peer-led learning by teaching instructional approach to investigate the association between PLdL， collaboration， and grammar learning. The PLdL participants were placed in a group of six students and further subdivided into pairs. Each pair would rotate into different roles (discussion leaders， scribes， and spokesperson) each week to accomplish the peer-led learning by teaching approach. The quantitative findings from Evaluation 1 suggest that the PLdL instructional approach was associated with higher grammar achievement in an instructional environment emphasizing active engagement. Compared with students receiving teacher-centered instruction， students in the PLdL intervention demonstrated significantly higher grammar achievement. Although Evaluation 2 found no statistically significant evidence that the effectiveness of PLdL differed between instructional approaches for initially low-achieving and initially high-achieving students， the exploratory subcategory analyses suggest that initially high-achieving students demonstrated significant learning gains within the PLdL instructional approach. Results of Evaluation 3 suggest that higher levels of collaboration were positively correlated to students’ grammar achievement， indicating that collaboration may represent a potential explanatory mechanism underlying the PLdL instructional approach and supporting the viability of PLdL as a classroom approach to grammar learning. Therefore， this dissertation moves beyond comparing grammar instructional orientations by proposing and empirically evaluating a practical approach that has the potential to promote greater learner engagement and higher grammar achievement in authentic EFL classrooms.

探討情意教學策略對國小中年級學生環境素養之影響：以科技融入碳足跡課程為例;探討情意教學策略對國小中年級學生環境素養之影響：以科技融入碳足跡課程為例

Tue, 20 Oct 2026 09:06:00 GMT

title: 探討情意教學策略對國小中年級學生環境素養之影響：以科技融入碳足跡課程為例;探討情意教學策略對國小中年級學生環境素養之影響：以科技融入碳足跡課程為例 abstract: 本研究旨在探討科技融入碳足跡課程對國小中年級學生環境素養之影響，並著重比較「情意教學」與「認知教學」策略在提升學童知識、態度與行為意圖上的成效差異。研究採用不等組前後測之準實驗設計，以143位國小三年級學生為正式研究對象（實驗組72人接受情意教學策略；對照組71人接受認知教學策略），進行為期六週（共8節課）之教學介入。兩組皆使用相同之數位平台（LoiLoNote）、AI碳足跡計算工具與核心文本《未來少年》。量化資料透過自編「環境素養量表」進行施測，並以單因子多變量共變數分析（MANCOVA）與後續單變量共變數分析（ANCOVA）進行嚴謹檢定，輔以質性數位作品進行三角檢核。研究之核心量化數據與成效亮點如下： 1. 環境態度展現跨組顯著優勢：在排除起始能力差異後，單變量共變數分析顯示組別主效果達統計顯著（F = 5.712， p = .018 < .05， partial η² = .040），實驗組之調整後平均數（4.05）顯著優於對照組（3.858）。差異中之差更指出，實驗組態度顯著進步 0.103 分，而對照組卻下降 0.105 分，實驗組之進步幅度達 0.207分且達顯著（p = .026， d = .371），本研究實證了情意策略的介入，能有效彌補傳統認知導向教學在情感連結上的不足。 2. 減碳行為意圖具備組間領先趨勢：行為意圖之 ANCOVA 主效果同樣達到顯著（F = 4.026， p = .047 < .05， partial η² = .028），實驗組調整後平均數（4.095）顯著高於對照組（3.927）。且組內前後測配對分析顯示，僅實驗組之行為意圖獲得顯著增強（進步0.211分， p = .025 < .05），對照組則未達顯著。 3. 情意導向學習促進知識顯著增長：組內配對 t檢定顯示，實驗組之環境知識大幅提升0.077分且達高度顯著（p = .002），反觀對照組僅微幅增加0.023 分且未達顯著（p = .260），破除「情意教學會削弱科學知識建構」之迷思。綜合質性分析，本研究實證了「科技為體，情意為用」的適性化模式，科技工具結合親自然體驗任務，能促進中年級學童環境素養的整合發展，為彌合環境教育中「知行差距」提供具學術價值與實務可行之實徵證據。;This study investigates the impact of a technology-integrated carbon footprint curriculum on the environmental literacy of middle-grade elementary students， specifically focusing on comparing the empirical efficacy of the "affective teaching strategy" and the "cognitive teaching strategy" across knowledge， attitudes， and behavioral intentions. Employing a non-equivalent pretest-posttest quasi-experimental design， the study involved 143 third-grade students (Experimental Group: N=72， receiving the affective strategy; Control Group: N=71， receiving the cognitive strategy) for a six-week (8-period) instructional intervention. Both groups utilized identical digital platforms (LoiLoNote)， AI carbon footprint tools， and core texts from Future Youth magazine. Quantitative data obtained via the self-developed "Environmental Literacy Scale" were rigorously analyzed using a one-way multivariate analysis of covariance (MANCOVA) and follow-up univariate analysis of covariance (ANCOVA)， validated through qualitative triangulation of students′ digital artifacts. The prominent quantitative highlights and research findings are as follows: 1. Significant Inter-group Advantage in Environmental Attitudes: After controlling for baseline differences， the ANCOVA revealed a statistically significant main effect for the group (F = 5.712， p = .018 < .05， partial η² = .040). The adjusted posttest mean of the experimental group (4.05) was significantly superior to that of the control group (3.858). Furthermore， the difference-in-differences (DID) analysis indicated that while the experimental group improved significantly by +0.103 ， the control group declined by -0.105， yielding a statistically significant net improvement of 0.207 points for the experimental group (p = .026， d = .371). This study empirically demonstrates that the intervention of affective strategies can effectively compensate for the deficiency of traditional cognitive-oriented teaching in emotional connection. 2. Leading Performance in Behavioral Intentions: The ANCOVA main effect for behavioral intentions also achieved statistical significance (F = 4.026， p = .047 < .05， partial η² = .028)， with the experimental group′s adjusted mean (4.095) being significantly higher than the control group′s (3.927). Paired t-tests indicated that only the experimental group attained a significant within-group increase (+0.211 points， p = .025 < .05)， whereas the control group failed to reach statistical significance. 3. No Compromise on Cognitive Learning with Significant Knowledge Growth: Within-group paired t-tests revealed that the experimental group achieved highly significant progress in environmental knowledge (+0.077 points， p = .002)， whereas the control group′s progress was negligible and non-significant (+0.023 points， p = .260). This finding dispels the misconception that affective strategies compromise scientific knowledge acquisition. Synthesizing the qualitative insights， this study substantiates the adaptive model of "technology as form， affection as function." The integration of digital tools with nature-connecting experiential tasks successfully fosters the holistic development of environmental literacy among middle-grade students， thereby providing robust， academically valuable， and practically feasible empirical evidence to bridge the persistent "knowing-doing gap" in environmental education.