25(1)混齡教學的理論與實務
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2022 / 1
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pp. 1 - 34
台灣實施混齡/跨年級教學學校教師觀點之探討
Teachers’ Perspective on Mixed-age/multigrade Instruction in Taiwan
作者
余曉雯
*
(國立暨南大學國際文教與比較教育學系教授)
曾敬梅
(國立暨南大學國際文教與比較教育學系助理教授)
陳玠妤
(國際文教管理人才學位學程博士生)
余曉雯
*
國立暨南大學國際文教與比較教育學系教授
曾敬梅
國立暨南大學國際文教與比較教育學系助理教授
陳玠妤
國際文教管理人才學位學程博士生
中文摘要
實施混齡/跨年級教學已成為小校面對少子化問題的重要因應策略,為了
更全面瞭解現場教師在臺灣執行混齡/跨年級教學之實務經驗與觀點,此研究
採用問卷方式進行調查,回收 193 份,並以量化、質化並重的方式,探究參與
教師之教學背景與經驗、做出此選擇的原因、在教學現場如何執行、如何處理
此情境所帶來的挑戰與困難,以及在此歷程中,混齡/跨年級教學對其自身或
學校所帶來的負擔、收穫、影響為何。
根據問卷調查結果顯示,臺灣目前所實行的混齡/跨年級教學之教學型態
以「全班授課」為最多數,而「課程與教學設計」與「學生學習狀況問題」是
較常遇到的困境,包括如何建構課程與教學設計,克服時間問題,以及提升學
生學習。然雖然面對困境,多數教師也能運用專業與內外部的資源,尋找可行
的解決方案。最後,則針對教師目前的實施狀況與經驗,討論相關要點與提出
建議。
英文摘要
In recent years, education implantation in rural areas has become one of the most
discussed issues worldwide. Among various proposed strategies, mixed-age/multigrade teaching is considered the most effective one. Therefore, a large-scale survey
was conducted in the current study to explore teachers’ perspectives on and
experiences in mixed-age/multi-grade teaching.
Our survey results showed that Taiwanese teachers mainly adopted “wholeclass teaching” when conducting mixed-age/multi-grade teaching. The commonlyseen challenges were “how to implement mixed-age/multi-grade teaching in the
classroom” and "how to deal with issues related to student learning". While teachers
perceived the need to overcome certain challenges, they were also aware of the
importance of improving and adapting their instructional approach to accommodate
this growing trend. The study's findings revealed Taiwanese teachers’ perspectives on
implementing mixed-age teaching and are expected to offer insights for future
research in rural education and policy.
中文關鍵字
小校、教師觀點、混齡/跨年級教學
英文關鍵字
small schools, teachers’ perspective and experiences, mixed-age/multigrade teaching