教師自我檢視表
一、基本資料
教師姓楊書綾_任教班級餐一忠_教學單元名稱 旅館業類別及客房種類 日期108年2月20日
二、填寫說明
如您「總是」表現出該教學行為(有9成以上的信心),請在「優良」欄打勾;「經常」表現出該教學行為(有7成以上至8成的信心),請在「滿意」欄打勾;「普通」表現該行為(5成至7成的信心),請在「普通」欄打勾;「較少」表現行為(5成以下信心),請在「待改進」欄打勾。
教學領域一、教材設計
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教學行為(一)、教材準備
行為指標1.教材之設計及準備之能力
(1)編選適用教材:教材生活化·················································· | □■□□ |
(2)事先設計學生學習單(或手冊) ··············································· | ■□□□ |
(3)蒐集新興議題教材························································· | □■□□ |
(4)參與授課領域,或學年課程計畫的設計與撰寫·································· | □■□□ |
(5)能積極製作教具及多媒體教案,也能參加競賽·································· | □■□□ |
(6)熟練使用教具及多媒體教案,增進教學效果···································· | □■□□ |
行為指標2.課程統整化:依學生起點能力,統整課程,有效呈現教材內容
(1)撰擬學科單元共同教案,凝聚智慧,資源共享··································· | □■□□ |
(2)融合課程不同版本,增廣教學················································ | ■□□□ |
(3)各學科共同製作建立多媒體教學系統········································· | □□■□ |
教學行為(二)、教學準備
行為指標1.教師應充分備課,以掌握教學績效
(1)對教學目標、學科內容結構、學科領域內外的相關概念能充分瞭解················ | □■□□ |
(2)教學前,根據教學目標,「分析與組織」教材···································· | □■□□ |
(3)依據學生的特性,先加以調整教材及擬定教學方法······························ | □■□□ |
(4)準備多元的教學方式,將學科教材轉化成學生可理解的內容······················ | □□■□ |
(5)瞭解基本輔導知能─運用諮商與晤談技巧、協助學生的適應困擾與問題············ | □□■□ |
行為指標2.擬訂適切的教案計畫
(1)依據教學內容並考量學生能力,決定教學目標·································· | □■□□ |
(2)依據教學目標設計教學活動(能把握教學重點,達到應有的教學水準) ·············· | □■□□ |
(3)備妥適當的教具,加以運用·················································· | □□■□ |
(4)設計學習單,引導學習重點的能力············································ | □■□□ |
(5)能提供切合教學目標的補充教材············································· | ■□□□ |
(6)教學彈性化:依據教學內容並考量學生學習的需要和個別差異,設計多元(創意)教學方案、學習活動及進度,以開拓學生學習管道···································· | □□■□ |
行為指標3.擬訂多元的學習評量方法及工具
(1)依學生個別差異,編擬適切的學習評量方法(因材評量),給與學生表現的機會(成就測驗) ····································································· | □■□□ |
(2)依教學需要,擬訂各種不同的評量方法,呈現「知、情、技」教育三大目標········ | □■□□ |
(3)為設計驗收教育成果的工具,應研發題型,建立題庫···························· | □□■□ |
意見陳述:(請就上述勾選狀況提供文字上之說明,如果空白處不夠填寫,請自行加頁)
1.我的優點或特色是:
(1)針對教學目標融合課程不同版本,準備補充教材,增廣教學。
(2)依課程的教學目標編擬適切的學習評量方法。
2.我所遭遇的困境或是待解決的問題是:
(1)評量方式多為紙筆測驗,較無針對學生個別差異,而準備多元的教學方式。
(2)教學方式以講述法及問答法為主,需建立多媒體教學系統準備多元的教學方式,讓內容生動活潑。
3.我尚可成長和改進的空間的是:
(1)蒐集相關觀光旅館及一般旅館的圖片、表格、宣傳刊物了解市場概況。
(2)參加相關研習課程及其他教師的教室觀察學習。
(3)善用教具及教學媒體作為輔助教學,增進學習效果。
(4)認知方面依教材性質,斟酌分別採用問題教學法、自學教學法等教學方法。
(5)引領學生參與實際如觀光旅館及一般旅館的設施、營運及作業流程。
(6)利用學校現有之餐服教室的教學設備,引領學生參與實際營運及作業,增加學生的實務經驗。
4.我成長的構想是
(1)時常參觀業界如觀光旅館及一般旅館的設施了解市場概況,讓理論與實務結合。
(2)參加相關研習課程及其他教師的教室觀察學習。
(3)與相關任課教師組成成長小組,研發相關題型,建立題庫,輔導學生升學。
教師自我檢視表
一、基本資料
教師姓名 楊書綾_任教班級餐一忠 教學單元名稱 客房的分類 日期107年12月25日
二、填寫說明
如您「總是」表現出該教學行為(有9成以上的信心),請在「優良」欄打勾;「經常」表現出該教學行為(有7成以上至8成的信心),請在「滿意」欄打勾;「普通」表現該行為(5成至7成的信心),請在「普通」欄打勾;「較少」表現行為(5成以下信心),請在「待改進」欄打勾。
教學領域二、教材教法
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教學行為(一)、教學活動
行為指標1.清楚呈現教學目標
(1)掌握教材內容····························································· | ■□□□ |
(2)能具體明確達成教學目標··················································· | □■□□ |
(3)教學內容的組織與安排生動活潑有系統······································· | □■□□ |
行為指標2.靈活運用教學策略
(1)引發學生的學習動機、注意或興趣,以建立學生的自信··························· | □□■□ |
(2)協助學生瞭解抽象概念與知識(將學科教材轉化成學生可理解的內容) ············· | □■□□ |
(3)教師善用提問,或鼓勵學生發問,啟發思考能力································ | □□■□ |
(4)師生互動情形良好························································· | □■□□ |
(5)板書····································································· | □□□■ |
(6)口語表達能力····························································· | ■□□□ |
(7)展現生動的肢體語言······················································· | □■□□ |
(8)觀察學生學習過程之態度,立即給予評量回饋································· | □□■□ |
(9)多媒體教案······························································· | □□■□ |
(10)善用多元(富有創意)教學方法及學習活動,使學生喜歡上學上課················· | □□■□ |
行為指標3.教材教法之效益
(1)學生學習活動之後,在「認知、情意及技能」之能力,符合學習效標(能學以致用)····· (2)符合學生能完整學習「教育三大目標」: a.認知(知識):知道我要做什麼;為什麼我要做;相信我能做。························ b.情意(意志、價值、興趣、熱情)(註9):我喜歡做;我抉擇要去做。(學習過程的態度、品行及鑑賞能力) ·························································· c.技能(執行力):我能如何做;我能實踐(運用)。·································· | □■□□
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(3)上課作品、作業或學習單之呈現(有具體成果展示) ······························ | □■□□ |
(4)對升學、競賽之效益························································ | □■□□ |
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教學行為(二)、班級經營
行為指標1.營造有利學習情境
(1)上、下課對老師的問候禮節。················································ (2)學生的服儀穿著。·························································· (3)教室清潔,課桌椅整齊。····················································· (4)教室光線充足,窗簾能定位。················································ (5)黑板及板擦清潔。·························································· | □□■□ □■□□ □■□□ □■□□ □□■□ |
行為指標2.有效掌握教學時間
(1)能儘快地進入教學活動。···················································· (2)有效分配教學活動時間。···················································· (3)維持流暢的教學節奏。······················································ | □■□□ □■□□ □■□□ |
行為指標3.瞭解班級特質,建立並維持教室常規(使用學科分數獎懲)
(1)學生能明確遵守教室規範。·················································· (2)學生能明確遵循活動程序。·················································· (3)充分運用自治幹部,以增強班級經營成效。····································· | □■□□ □■□□ □□□■ |
行為指標4.營造並維持有利學習的班級氣氛
(1)善用教師儀表態度與親和力。················································ (2)多傾聽與讚美學生,以和善親切語氣和學生互動。······························ (3)引導學生進行同儕合作學習。················································ | ■□□□ □■□□ □□□■ |
行為指標5.具有輔導學生問題行為之應變能力─妥善處理學生不當行為,維護上課秩序
(1)能活用教室管理輔導之技巧,掌握學生的學習情緒及態度。······················· (2)無學生睡覺、講話、走動、使用手機。········································ (3)應用輔導、諮商與晤談之技巧。··············································· (4)接受學生的個別差異並適性輔導。············································ (5)教導學生時,「公開鼓勵,私下規勸」,並適時表達對學生的關心,以鼓勵的方式培養學生自律。································································ (6)學生的問題,不利誘、不假以獎懲。(操行成績) ································ (7)如必要處罰,不要因處罰造成問題,形成憎恨。································ (8)及時妥善處理學生身體不適的突發狀況。······································ | □■□□ □□■□ □■□□ □■□□
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教學行為(三)、敬業態度
行為指標1.遵照教師倫理守則(以身作則)
(1)準時上、下課。···························································· (2)服裝儀容得宜。···························································· | □■□□ ■□□□ |
行為指標2.情緒穩定、舉止優雅、心胸開朗,無情緒化的語言及動作
(1)不失信、不偏袒、不比較、不嘮叨、不報復。······································ (2)不說八卦、批評等負面的話語。··············································· (3)具有良好的個人情緒涵養,不出現不良肢體語言。······························· | ■□□□ □■□□ ■□□□ |
行為指標3.富有愛心、耐心,因材施教,不放棄任何一位學生
(1)熱愛教學工作,教學工作是種興趣。·········································· (2)以學生為「教育的主體」,能接納學生的個別差異。······························· (3)能關懷與激勵學生,樂觀付出。··············································· | ■□□□ □□■□ □■□□ |
行為指標4.教學熱忱之呈現(精神飽滿、心情愉快、幽默風趣、積極投入、樂觀付出)
(1)健康的生活習慣、良好的體能,精神飽滿。······································ (2)良好的品德修養(禮節、整潔與表達),以及人文涵養,建立和諧的人際關係。········ (3)優質的休閒生活,陶冶性情、激發潛能。········································ (4)對婚姻與家庭生活之適應。·················································· (5)家庭生活與學校工作取得平衡點。············································ | □■□□ ■□□□ □□□■ ■□□□ □■□□ |
意見陳述:(請就上述勾選狀況提供文字上之說明,如果空白處不夠填寫,請自行加頁)
1.我的優點或特色是:
(1)能掌握教材內容,口頭引導和表達能力不錯。
(2)課程進行中能及時妥善處理學生突發狀況。
(3)善用教師儀表態度與親和力為輔助教學,增進學習效果。
2.我所遭遇的困境或是待解決的問題是:
(1)缺乏板書的使用。
(2)課程進行時較少採問答法,應加強鼓勵學生學習發問,以啟發思考能力。
(3)引導學生進行同儕合作學習。
3.我尚可成長和改進的空間的是:
(1)上課氣氛的營造及常規的維持。
(2)參加相關研習課程及其他教師的教室觀察學習。
(3)善用板書整理重點及教學媒體作為輔助教學,增進學習效果。
(4)利用課餘時間多與學生互動,瞭解任教班級特質,引導班級幹部協助,以利教室常規建立及維持。
4.我成長的構想是
(1)對個別表現優秀的學生,給予口頭鼓勵及平時成績加分。
(2)參加相關研習課程及其他教師的教室觀察學習,改善教學模式。
(3)善用板書整理重點輔助教學,增進學習效果。
(4)擅用分組合作學習,來管理上課秩序,適時給予獎勵。
教師自我檢視表
一、基本資料
教師姓名楊書綾任教班級餐一忠 教學單元名稱 客房的分類 日期107年11月25日
二、填寫說明
如您「總是」表現出該教學行為(有9成以上的信心),請在「優良」欄打勾;「經常」表現出該教學行為(有7成以上至8成的信心),請在「滿意」欄打勾;「普通」表現該行為(5成至7成的信心),請在「普通」欄打勾;「較少」表現行為(5成以下信心),請在「待改進」欄打勾。
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教學領域三、績效責任
行為指標1.善用學生學習評量結果
(1)分析並解釋評量結果,檢核學生的理解程度。·································· (2)明確的指導學生的學習錯誤。················································ (3)能依據評量結果,評鑑自己的教學表現,適當調整教學。························ | □■□□ □■□□ □■□□ |
行為指標2.建立學生個人學習檔案
(1)蒐集「學生學習單及作品」等學習資料與各種檢核表。···························· (2)學習檔案的省思與運用。···················································· | ■□□□ □□■□ |
行為指標3.選用適切的評量工具
(1)在每單元或每課教完之後,各學科依活動性質及學習目標,使用適當的評量方法及工具,以測量學生的理解情形。················································ (2)依學生「個別差異」(不同的家庭背景、身心發展及性向)實施因材評量,增加學生的學習興趣及信心。··························································· (3)依教學需要,編製適切的學習評量方法,在知、情、技之反應,給與學生表現的機會。 |
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行為指標4.學生優良之作品、作業、成果展、才藝表演活動,頒給獎狀以資鼓勵。········ | ■□□□ |
行為指標5.配合節慶舉辦各項慶祝活動,展現多樣教學成果。························ | □■□□ |
行為指標6.檢視「升學、競賽及照顧學習低成就學生」之成果(表現優良學生頒給獎狀,以資鼓勵)。························································ |
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行為指標7.常模參照測驗:作為學校校內評估教學成就的參考(常模成就測驗)。········ | □□■□ |
意見陳述:(請就上述勾選狀況提供文字上之說明,如果空白處不夠填寫,請自行加頁)
1.我的優點或特色是:
(1)對個別表現優秀的學生之作品、作業、成果展給予口頭鼓勵,讓其他同學觀摩學習。
(2)協助學生建立個人學習檔案等學習資料。
(3)課程配合節慶舉辦各項慶祝活動,增進學習效果。
2.我所遭遇的困境或是待解決的問題是:
(1)對個別差異的學生,較缺乏課程設計並編製適切的學習評量方法及因材評量。
3.我尚可成長和改進的空間的是:
(1) 協助學生建立個人學習檔案等學習資料,但學習檔案的省思與運用有待改進。
(2) 依據學生評量結果,評鑑自己的教學方法,適當調整教學方式。
4.我成長的構想是
(1)依據學生評量結果,分析題型,找出學生學習困難處,評鑑自己的教學方法,適當調整教學方式。
(2)與相關任課教師組成成長小組,依課程內容研發相關題型,建立題庫,資源共享,輔導學生升學及考照。
教師自我檢視表
一、基本資料
教師姓名 楊書綾_任教班級餐一忠 教學單元名稱 客房的分類 日期107年10月22日
二、填寫說明
如您「總是」表現出該教學行為(有9成以上的信心),請在「優良」欄打勾;「經常」表現出該教學行為(有7成以上至8成的信心),請在「滿意」欄打勾;「普通」表現該行為(5成至7成的信心),請在「普通」欄打勾;「較少」表現行為(5成以下信心),請在「待改進」欄打勾。
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教學領域四、補救(增廣)教學
行為指標1.對學習成就偏低學生,進行學習輔導與能力加強
(1)建立學生的自信,認清每一位學生均能學習。(我們現在怎麼看待孩子,她將來就會怎麼看自己) ································································ (2)設置「小老師」制度。························································ (3)多關心、鼓勵,不放棄任何一位學生。········································ |
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行為指標2.善用課餘時間,實施補救教學,達成預期學習目標
(1)明確的指正學生的學習錯誤,並給予正確的學習方法。··························· (2)使學生能專注參與學習活動。················································ (3)學生能「理解並悅納」與學習活動有關的價值觀念。······························ | □■□□ □□■□ □■□□ |
行為指標3.依評量結果,作教學診斷,進行補救教學,或加深加廣的指導
(1)推動圖書館利用教育,引導學生習慣閱讀、書寫、傾聽和說話之能力。(語文是所有學習的基礎,語文能力越強,越能獲得成就) ······································ (2)認定教育是一種終身的追求,給學生學習的機會,指導學生養成良好的學習方法及態度。······································································· (3)鼓勵或指導學生參與課外活動。·············································· (4)指導學生建立和諧的人際關係,與人和平相處。································ |
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意見陳述:(請就上述勾選狀況提供文字上之說明,如果空白處不夠填寫,請自行加頁)
1.我的優點或特色是:
(1)認定教育是學生養成良好的學習方法及態度,給學生學習的機會。
(2)鼓勵學生參與課外競賽及課外活動,並建議為自己求學時期留下紀錄。
(3)教導學生建立和諧、滿足的生活觀並注意與人和平相處,建立優質人際關係。·
2.我所遭遇的困境或是待解決的問題是:
(1)語文是學習的基礎,課程較缺乏推動學生善用圖書館資源。
(2)未能善用小老師制度協助低成就學生學習。
3.我尚可成長和改進的空間的是:
(1)建立學生的自信,針對學生特質給予適切評量工具。
(2)善用小老師制度協助低成就學生學習。
(3)多關心、鼓勵學生均能學習,給予每個學生機會。
4.我成長的構想是
(1)語文是學習的基礎,課程較缺乏推動學生善用圖書館資源。
(2)善用小老師制度協助低成就學生學習。
(3)運用課餘時間,針對學習有困難的學生實施補救教學,達成預期學習目標。
(4)與相關任課教師組成成長小組,彼此分享經驗,促進團體成長,共同研擬輔導學生學習技巧。