學校社區化之理論與實務---以台北縣「社區有教室」方案為例

Theory and Practice of “School-Community Liaison”An Example of “Community as Classroom” in Taipei County

張經昆(Chin-Kun Chang)

指導教授 ： 陳奎熹

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2001年)

摘要

學校社區化的實務工作與理想中期望的功能，發展至目前仍有極大的落差。探究其原因除了制度上的缺憾外，人的影響是極為重要的因素。
本研究以學校社區化之理論為基礎，建構「社區有教室」方案之內涵，探討在九年一貫課程架構下，運用本方案以發展學校本位課程的可行模式，並對所遭遇之問題提供建議酌供參考。主要研究結果如下︰
一、「社區有教室」方案將「學校本位課程」、「環境教育」、「社區總體營造」、及「鄉土教學」、「九年一貫課程」的理念做了完整的統合。
二、「社區有教室」方案在課程設計與引導上，強調將社區資源轉化為教學資源，使學生有具體而親身的經驗，以達成九年一貫課程之能力指標。
三、在「社區有教室」方案所發展出的課程中，教師、學生、社區人士等參與者之間形成一種「互為主體性」（inter-subjectivity）的關係。
四、發展「社區有教室」方案的課程時，教師的角色必須由傳統的「領導」與「教導」轉化為「對話」「辯論」「溝通」的任務，並兼而有之。
五、「社區有教室」方案深化了「校外教學」或「鄉土教學」的內容，其課程發展重視學生「親知的學習活動」，進而習得「動態經驗」，因此較能激發學生的學習動機。
六、「社區有教室」方案的課程重視生活實踐能力，其課程發展是一種「不斷質疑—提問—反省—再質疑—再提問」的動態循環過程，是具有累積性的課程發展歷程。
七、「社區有教室」方案在課程發展及實施的過程中，應提升教師行動研究能力，最關鍵的要素在於教師之積極性。
關鍵詞：「社區有教室」、學校本位課程、鄉土教育、九年一貫課程、社區資源

關鍵字

「社區有教室」 ； 學校本位課程 ； 九年一貫課程 ； 社區資源

並列摘要

The liaison between school and community is a newly introduced concept. There is, however, a huge gap between practice and theory. An insight into the cause of the disparity proves that personal factor, together with the flaws in the current education system, should claim the responsibility.
This study, on the basis of the theory of school-community liaison, will discuss the program of “Community as Classroom” in Taipei County. It also proposes a model for school-based courses in “the nine-year integrated curriculum” and provides some solutions to the problems likely to be encountered in the practice. The main thesis is summarized as follows：
1. The program of “Community as Classroom” puts school-based curriculum, environmental education, community management and development, and homeland education into integration under the frame of “the nine-year integrated curriculum.”
2. The program of “Community as Classroom” lays an emphasis on the use of community resources in class. The students are encouraged to join the class-community activities, acquiring concrete personal experience. They are expected to achieve the ability index on the list of “the nine-year integrated curriculum.”
3. In the curriculum devised from “Community as Classroom,” an inter-subjective relationship will be formed among all the participants such as teachers, students, and local community residents.
4. The traditional role of teachers should be modified in the curriculum of “Community as Classroom.” Teachers have to go from being a “leader” and an “instructor” to a “debater” and a “communicator.” Both of the traditional roles are retained, however.
5. The program of “Community as Classroom” not only involves but also embodies the essence of extra-curriculum and homeland education. The development of the curriculum places much importance on the subject of students learning activities. As long as students are truly engaged in the activities, they will gain “active experience,” which is desired to better prompt their learning.
6. The program of “Community as Classroom” takes account of students’ practical ability in life. The development of the curriculum features a circulating process of “doubt－interrogation－reflection－re-doubt－re-interrogation.” It also records all the previous experiences.
7. Teachers’ capacity to do action research should be upgraded as the program of “Community as Classroom” comes into effect. The active participation of the teachers is key to the success of this project.
Key words: Community as Classroom, school-based curriculum, nine-year integrated curriculum, community resources.

並列關鍵字

Community as Classroom ； school-based curriculum ； nine-year integrated curriculum ； community resources

參考文獻

余安邦（民90c）。知識的新詮釋。未發表論文。

施明發(民62)。公共關係在學校行政中的應用。師友，70期。

歐用生(民83)。課程發展的基本原理。高雄：復文。

Skilbeck, M. (1992). School-based curriculum development. London: Haper & Row.

參考文獻