推動12年國教
教務主任的任務
以課程與教學為核心
臺北市政府教育局 課程督學邱淑娟
(原麗山高中教務主任)
2012年12月25日
教務主任面對12年國教的挑戰





在多元訊息下宣導「教改政策」
在發展學校亮點下推動「校本課程」
在改革呼聲下展開「教學翻轉」
在教學自主氛圍下帶領「專業學習社群」
在競爭氣氛下又有「策略聯盟」的需求
教務主任面對12年國教的策略





確定目標
設定議程
提供支援
尋找資源
內部檢核
先感動自己，才能感動別人！
課程與教學：具體行動
團隊合作資源整合
增進課程教學專業領導
發展學校特色課程
增進教師效能教學
團隊與資源
1. 校內




辦理校本研習活動 (系統化研習)
激勵教學團隊 (相關計畫)
推動專業學習社群 (PLC初階及進階工作坊)
推動各學科共同備課 (Lesson Study)
2. 校外



橫向合作：跨校學習策略聯盟機制 (麗山高中為例)
向下扎根：與國中對話 (Open Day)
向上延伸：與大學的對話與合作 (領先課程計畫)
研習可以大不同
各式研習剪影
工作坊 、體驗活動
世界咖啡館、社群
團隊與資源
 教務主任 as 專案經理
 爭取學校發展所需資源
(中央 地方)
 整合資源 合理分配
專業課程教學領導
1. 課程部分增能
1) 與世界接軌的課程設計
2) 重理解的課程設計(Understanding by Design)
2. 教學部分增能
認識觀課與走察
 釐清觀課和走察目的與功能
 提供「校長主任觀課」及「教室走察」的工具
 觀課實作練習 / 分組提問練習
2) 認識「以學生學習為核心」的內涵與實作
1)
A big picture of the curriculum
Three key
questions
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
Every child
matters outcomes
Focus for
learning
Successful learners
Confident individuals
Responsible citizens
who enjoy learning, make progress and
achieve
who are able to lead safe and healthy
lives
who make a positive contribution to
society
Enjoying and achieving
Health
Safety
Contributing positively
Skills
eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes
eg, determined, adaptable, confident,
risk-taking, enterprising
Achieving economic wellbeing
Knowledge and understanding
eg, big ideas that shape the world
The curriculum as an entire planned learning experience
underpinned by a broad set of common values and purposes
Components
Learning
approaches
2
HOW do
we
organise
learning?
Dimensions
Lessons
Environment
A range of approaches,
In tune with
including enquiry, active Including all
human
learning, practical and
learners
development
constructive
Events
Routines
Extended hours
Out of school
Building on
Matching time to learning
Using a range Opportunities for
learning
Community and
need, eg, deep,
Taking
of audiences learner choice and
beyond the business links immersive and regular
risks
and purposes personalisation
school
frequent learning
spiritual – moral – social – cultural
personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship –
cultural diversity, identity and belonging – technology and the media – global dimension and sustainability
3-5
National
curriculum
Locations
5-16
Communication,
language and literacy
A&D
CEG
Ci
Creative development
D&T
En
Knowledge and
understanding of the world
Ge
Hi
ICT
Mathematical
development
Ma
MFL
Personal, social and
emotional development
Mu
PE
PSHE
Physical
development
RE
Sc
Assessment fit for purpose
To make learning and teaching more effective so that learners understand quality and how to improve
3
HOW
WELL
are we
achieving
our aims?
Assessment
Builds a more open
Has clear
Has understood,
Uses
Celebrates Gives advice on Includes peer- Includes peer- Includes Includes
relationship
learning
shared and
what and how to
and selfand selfindividual
error
between teacher intentions shared negotiated success success against
testing
improve
assessment
evaluation
target setting positively
agreed criteria
and learner
with pupils
criteria
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment or
training
專業課程教學領導
 校長培力工作坊發表文章
 英國學校領導研討會心得報告
發展課程
1. 為何學校要有亮點課程？
2. 發展課程的困難?
3. 突破的勇氣與推力
發展課程
以臺北市高中職課程發展領先計畫為例
教學效能
能力為導向
Problem-solving
Hands-on tasks
collaboration
Oral presentation
Time management
教學效能
1. Feeling-based
2. Data-driven
多元評量
 差異化教學
 補教教學

**同質分組的差異化教學
**多元多樣的差異化教學
探索學習共同體的可能性
教學效能
 找回學習的熱情
 尋找教學的感動
 試辦學習共同體 (國高中小共26所學校)
教學效能
「老師走出去，世界走進來」
臺北市出國分享
(上海篇、日本篇、韓國篇、新加坡篇)
從教→到學
GIVE YOU FIVE!!!
Hands up for change