學校課程經營之個案研究

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題名:
學校課程經營之個案研究
著者: 馮紹嬅; Feng, Shao-hua
林進材; 黃政傑; Chin-Tsair Lin; Jenq-Jye Huang; 教育學系課程與教學碩士班
主題: 九年一貫課程; 課程革新; 課程經營; Grade 1-9 Curriculum; Curriculum Innovation; Curriculum Management
描述: 本研究以一所國民小學課程革新為例，旨在探討學校課程經營的脈絡與內涵、策略與機制、成效與問題。著重在探索課程經營團隊確立的課程方向、釐清課程問題、推論課程問題原因、尋思課程對策、以及課程對策實踐等的歷程架構。了解運作的主體、目的及運作歷程中的策略與機制等方面，最後則針對影響個案學校課程經營運作的因素，及遭遇的困境，進行綜合分析。本研究採個案研究法，以台北市一所國民小學學校課程革新為例，運用文件分析、訪談與觀察等資料蒐集方式，透過資料三角檢定、調查者三角檢定、理論校正等三種三角檢定法，從各角度交叉檢查資料的正確性。根據資料分析與研究結果，研究者歸納出以下結論：一、學校課程經營系統因應環境變遷，會進行自我調適機制，多元參與領導的匯聚融合則為關鍵的成功因素。二、課程經營的內涵包括，教師參與積極課程創新，家長也能逐步配合，學校建立特色課程規劃，落實課程實施，並建立課程評鑑機制。三、學校背景影響課程經營的策略的選擇，並且善用各種課程經營策略，在願景構面強調活化願景、兼重課程目標與課程歷程，在策略構面重視整合規劃與強調革新領導，在結構構面發展自我經營的團隊與「夥伴合作」的經營團隊已逐漸啟動，並且整合課程經營資源配置。四、運用各種課程經營的機制提升經營成效，主要有權力移轉促成多元參與領導，溝通促進理解課程目的與目標、教材發展，知識裝備提升教師專業智能與理念，報酬激勵增進教師參與。五、課程經營的成效應考量課程經營的運作組織與機制方面，教師專業發展方面，學生參與學習方面高參與動機的學習，但由於課程革新的抗拒在程發展方面、價值觀念方面、制度結構方面，造成的課程經營困境是普遍的現象。最後，研究者根據本研究結論，提出建議。在課程經營事務方面，建議調和「由下而上」與「由上而下」的課程經營模式、運用學校課程經營的規劃與整合途徑發展教師課程地圖、掌握課程經營的核心價值、推展合作夥伴關係的經營策略、重視課程經營的資源配置。對課程經營團隊而言，建議發展教師專業智能、營造重視課程革新的學習型學校文化、強化教師專業倫理、加強宣導課程革新的理念。對未來相關研究方面，建議擴展不同研究對象、採用更周延方式增加信效度、採取質、量並呈的研究方法。
Taking the example of curriculum innovation at an elementary school, this essay aims at studying the content, strategy, mechanism, effects, and problems of curriculum management. The focus of the essay is to explore the curriculum direction established by the management, identify problems with the curriculum, discuss the causes of the problems, and study solutions and the framework for implementing these solutions, so as to understand the operation’s strategy and mechanism, understand the objectives and flow, and provide a comprehensive analysis on the condition and difficulties brought about by the school’s curriculum.This study takes the example of an elementary school to prove the accuracy of information through the triangulation of information, investigator and theory adjustment by information collection methods, such as documentary analysis, interviews, and observation.According to our analysis of the information and investigation outcome, the following conclusion has been drawn:1.The school will adopt a self-adjustment mechanism in accordance with environmental changes. A comprehensive leadership approach is the key to success.2.The content of the curriculum management includes the proactive participation of teachers in curriculum innovation, cooperation of parents, special curriculum planning adopted by the school, implementation of the new curriculum, and the establishment of the curriculum evaluation mechanism.3.School background determines the school’s option of strategy for curriculum management. The school will leverage on the benefits of different curriculum managing strategies, endeavor to realize its vision, and place emphasis on the aim and progress of the curriculum. Strategically, the focus will be placed on the re-integration of planning and emphasis of leadership innovation, while structurally, internal operation management has initiated management with the partner management to allocate resources for the curriculum’s management.4.To enhance the effectiveness of the managing model, the school should adopt various mechanisms for curriculum management, mainly include delegation of power for democratic participation and comprehensive leadership, communication to facilitate the thorough understanding of curriculum aims and objectives, development of teaching materials, upgrading teachers’ professional skills and enhancing their mission, and the provision of incentives to encourage teacher participation.5. The effectiveness of curriculum management should be determined by its organization and mechanism, the professional development of teachers, and the participation and motivation of students in learning. However, it is common for curriculum innovation to pose managing difficulties on a school in the aspects of curriculum development, valuation, and organizational structure.The researcher provides suggestions in accordance with the conclusions drawn from this study. In the aspect of curriculum management, it is suggested that a balance should be achieved between a “bottom up” and a “top down” approach. The school should adopt curriculum management planning and integration to develop a roadmap for the teaching program, understand the core values of curriculum management, encourage teachers to develop professional competency, promote a school culture that places emphasis on the innovated curriculum, extend the target group of research, adopt a more extendable approach to enhance credibility, and opt for a research method that is concerned with both quality and quantity.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5352
資源來源: NUTN IR

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學校課程經營之個案研究

馮紹嬅; Feng, Shao-hua 林進材;黃政傑; Chin-Tsair Lin;Jenq-Jye Huang; 教育學系課程與教學碩士班 2005

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