香港共同備課及同儕觀課的實施

2001年，課程發展議會發表《學會學習：課程改革新路向》，提倡教師協作文化，推廣共同備課及同儕觀課，以提升教與學的效能。共同備課和同儕觀課推行已歷15年，香港學校教師出現一定的改變，包括從個人獨自預備課堂至共同備課、從抗拒觀課到接納同儕觀課，學校亦愈來愈重視協作交流。本文嘗試拋磚引玉，以喚起教育當局檢視這兩項措施之施行。首先，本文將簡介共同備課和同儕觀課之理念；其次，描述香港實施兩項措施之情況；再次，分析實行兩項措施之困難；最後，提出相應的建議。簡言之，本文展示共同備課與同儕觀課雖然已漸於學校生根，但是，筆者認為仍有改善之空間，包括如何完善措施的理念、如何協助教師釐清措施之目的、如何加強協作文化，以及如何優化學校機制。
In 2001, Curriculum Development Council issued the “Learning to learn: way forward for curriculum development”. The document forstered teacher collaborative culture and introduced the collaborative lesson preparation and peer lesson observation, which aimed to enhance the effectiveness of teaching and learning. For past 15 years, Hong Kong had implemented these two measures, which considerably changed the teachers in schools. These included shifting from independent to collaborative lesson preparation and from resisting to accepting lesson observation to recepting. In addition, schools paid more attention to collaborative communication. This paper aims to start the conversation on reviewing the measures. First, it highlights the rationales of collaborative lesson preparation and peer lesson observation. Second, illustrates the implementation of these two measures. Third, analyses the challenges in their implementation. Finally, suggests ways for improvement. In precise, this paper agrees that collaborative lesson preparation and peer lesson observation are rooted in schools in these days. The author, however, stresses that there are rooms for improvement such as to strengthen the rationales of measures, to help teachers to understand the aims of measures, to cultivate the collaborative culture, and to improve the school collaborative mechanism. Copyright © 2016 高等教育文化事業有限公司.