COVID-19疫情肆虐下，全球深受影響，疫情造成學校從實體上課改為居家學習，以同步遠距與非同步遠距方式進行教學，這是臺灣教育史上國小教師們首次以遠距離方式進行教學，而期間為了因應疫情變化也有不一樣的停課情形與教學方式。有鑑於此，本研究旨在探討新北市快樂國小（化名）教師在COVID-19疫情下之教學轉變歷程，採用個案研究法，透過訪談新北市快樂國小中的七名教師，並輔以分析觀課紀錄與教學文件來驗證訪談內容，以此了解國小教師在不同停課期間主要採取的遠距教學方式及原因、其所遇到的困境與調整方式、是否仍保留因應疫情而有的遠距教學方式及原因，以及教師於疫情前後對線上教學的看法。
本研究記錄了七名教師在疫情下的教學轉變歷程，根據研究結果，教師教學轉變因疫情停課開始，教學方式主要因應停課情形，至今仍有教師保留疫情停課時的教學方式，研究也發現教師透過事前演練與提升教學能力能使遠距教學更加順利且有變化，學校與親師生互助能解決遠距教學大部分的困境。本研究期能幫助未來教師們在遇到如疫情這類特殊情形時能保持正向且開放的心態，並參考本研究結果做出適當的教學決定。

Under the ravages of the COVID-19 pandemic, the world has been deeply affected, causing schools to switch from face-to-face to distance learning, using synchronous and asynchronous distance teaching methods. This is the first time that primary school teachers in Taiwan have conducted teaching remotely, and during this period, there have been different school closure situations and teaching methods in response to changes in the pandemic. Therefore, this study aims to explore the teaching transformation process of teachers at Happy Elementary School (anonymously) in New Taipei City under the COVID-19 pandemic.
A case study method is used to interview seven teachers at Happy Elementary School in New Taipei City, and to verify the interview content, classroom observation records and teaching documents are analyzed. This study aims to understand the main distance teaching methods and reasons adopted by primary school teachers during different school closure periods, the difficulties encountered and adjustment methods, whether distance teaching methods developed in response to the pandemic are still being used and the reasons for this, plus the teachers’ point of views of online teaching before and after the pandemic.
The study records teacher change process of seven teachers during the pandemic. According to the research findings, teachers' teaching methods primarily adapted to different situations of class suspension caused by the pandemic. Some teachers still retain the teaching methods now.
The research also found out practicing before and improving teaching ability can help teachers’ distance teaching more smoothly and diverse, also, with the help between school, parents, students and teachers, the difficulties of distance teaching could be overcome mostly. The findings of this study can assist future teachers in maintaining a positive and open mindset when facing similar exceptional circumstances like the pandemic and making appropriate instructional decisions based on the results of this research.

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