高職學校本位課程發展之運作個案研究

A Case Study on the Operation of School-based Curriculum Development in a Vocational High School

周柏廷(Chou Poting)

指導教授 ： 黃乃熒

國立臺灣師範大學/教育學院/教育學系/碩士(2006年)

摘要

本研究旨在探討學校本位課程發展之運作情況，並以一所高職學校作為個案研究的對象來加以說明。研究目的包括探討個案學校本位課程發展之運作現況、學校本位課程發展對於個案學校之積極性價值、個案學校本位課程發展歷程所遭遇的問題、探討解決個案學校本位課程發展歷程所遭遇的問題之途徑，最後根據上述研究結果提出結論與建議，以供教育行政主管相關單位與個案學校本位課程發展之參考。
為了達成上述研究目的，本研究採用質性個案研究方法，並透過訪談與文件蒐集作為蒐集資料的方式。綜合研究目的、文獻探討、以及研究結果之分析，本研究所獲致的結論如下：
壹、學校本位課程發展之運作，校內不同課程發展層級之運作結構，會因其內部職權不同而呈現差異性。
貳、學校本位課程發展之決定歷程，校內不同課程發展層級會依其各自課程發展需要而有不同的決定模式。
參、學校本位課程發展之權力運作歷程，不同利害關係人因彼此價值觀與利益之不同而導致所持觀點的對立。
肆、學校本位課程發展之權力運作歷程，不同利害關係人所採用之權力策略會隨著所屬身份和角色以達成各自目的。
伍、學校本位課程發展之積極性價值，在於促進教育本質之實踐。
陸、學校本位課程發展所遭遇到的問題，在於內外部條件無法有效回應變革的需求。
柒、學校本位課程發展所遭遇的問題之解決途徑，透過教育政策規劃與宣導、校際間策略聯盟、學校領導者課程引導機制與教師參與進修研習。
最後，根據研究結論，針對教育行政主管機關，學校體系中的校長、行政人員與教師，以及後續研究部分提出相關建議。

關鍵字

學校本位課程發展 ； 運作

並列摘要

The main purpose of this study is to explore the operation of school-based curriculum development, and a vocational high school is chosen as the research subject for case study. There are five main purposes of this study: (1) to understand the status quo of the operation of school-based curriculum development in the school; (2) to explore the positive values of school-based curriculum development; (3) to identify the problems encountered during the school-based curriculum development; (4) to find out the solutions to the problems encountered during school-based curriculum development. Finally, based on the findings and discoveries obtained from this study, conclusions and suggestions are offered for educational administration authorities, school administrators and school staffs.
In order to achieve the above-mentioned purposes, qualitative case study is adopted as the research approach. Interviews and document analysis are used for data collection. Based on literature review and data analysis, research findings are as follows:
Ⅰ.The operation of school-based curriculum development shows that different structures of curriculum development operation differ according to different internal authorities in the school.
Ⅱ.During the decisive process in school-based curriculum development, different levels of curriculum development have different decisive patterns in accordance with its respective needs of curriculum development.
Ⅲ. During the process of power exercise in school-based curriculum development, the opposition of different stakeholders’ viewpoints results from their different ideologies and interest concerns.
Ⅳ. During the process of power exercise in school-based curriculum development, the stakeholders choose different types of power strategies based on their status and roles in the school bureaucracy.
Ⅴ. The positive value of school-based curriculum development lies in promoting the practice of educational essence.
Ⅵ. The problem encountered during school-based curriculum development is that internal and external conditions can not meet the needs of curriculum reforms.
Ⅶ. To plan and promote educational policies, to form interscholastic strategic alliances, to strengthen school leader curriculum guiding mechanism, and to encourage teachers’ in-service training are solutions to the problems encountered during school-based curriculum development.

Finally, according to the findings above, suggestions are provided.

並列關鍵字

School-based curriculum development ； operate