共同備課是由一群擁有共同目標的教師組成，且一起為了提升學生的學習成效努力，經由教學經驗的交流、教學內容的討論以及教學過程的反思，編寫更合適學生的教案，達到學生學習成效以及教師專業成長的過程。然而，現今教師共同備課活動的執行較少有能夠同時解決時間與空間問題，且記錄下討論過程中想法發展，又能夠進行教案內容設計的系統平台。因此本研究之目的為開發結合基於知識翻新理論的討論空間以及共同備課概念的「教師共同備課平台」，透過設計想法視覺化的討論空間，並提供多元化輔助工具，讓教師可以利用此系統進行共同備課活動，不僅可以在平台內完成教案內容的編寫與檢核，還可以清楚的看到討論活動歷程，透過討論與反思，達到專業及知識的成長。待系統建置完成後，本研究針對48位國小至高中的教師，採用問卷調查法，進行教師對於教師共同備課平台的整體知覺有用性、整體知覺易用性、整體使用意願以及鷹架功能及輔助工具知覺有用性之初步評估。研究結果發現，多數受測教師對於教師共同備課平台的整體知覺有用性、整體知覺易用性、整體使用意願以及鷹架功能及輔助工具知覺有用性皆給予正向的回饋。且針對不同教學年資、教學學生程度、教學科目背景與共同備課經驗的教師進行更進一步的分析，發現不同教學年資及有無共同備課經驗的教師對於教師共同備課平台的知覺有用性可能有不同感知。最後，依據本研究之研究結果，提出對於教師共同備課平台的建議，作為未來改善系統的參考。;Collaborative Lesson Planning (CLP) received more and more attention from educators and inservice teachers. CLP is composed of a group of teachers with the same teaching goals. Through the exchange of teaching experience, the discussion of teaching content, and the reflection of the teaching process, they can write more suitable lesson plans for students, and work hard to improve students′ learning effectiveness. However, there are only a few systems that can solve time and space problems as well in collaborative lesson planning. To address this issue, this study aims to develop a "Collaborative Lesson Planning Online Platform" (CLPOP) that combines a discussion space based on Knowledge Building Theory. After the development of the CLPOP, this study uses the questionnaire survey method to conduct a preliminary system evaluation for the CLPOP. The participants were 48 teachers from elementary schools to high schools. The results of the study showed that most of the teachers expressed positive feedbacks on perceived usefulness, perceived ease of use, intention to use the system. Moreover, they expressed positive perception towards the scaffolds and tools within the CLPOP. Suggestions for the improvement of the system and future study were also discussed.
