教育改革時代的學校與社區互動關係

Establishing School Community Relationship in the Educational Reform Era

林清達(Ching-Dar Lin)

《花蓮師院學報（教育類）》 16期 (2003/06) Pp. 135-157

https://doi.org/10.7073/JNHTCA.200306.0135

摘要

本文旨在探討在九年一貫課程改革實施之後，應該如何建立一個新的學校與社區的關係，才能協助九年一貫課程的順利推行。本文從校長的角色、教師的角色、家長與社區居民的參與及學校與社區資源的分享與整合談起。在校長角色方面，分別說明校長如何整合領導方式、建立學校與社區互動的願景、提升校長的專業領導、加強學校與社區的溝通。在教師的角色方面，本文說明有關教師的專業知能、親職教育、教學與輔導及參與社區活動與提供服務等。在家長與社區居民參與方面，本文探討家長與社區居民如何參與校務及維護良好的親師關係。最後，本文探討學校與社區資源分享統整實務面的具體措施。期盼透過校長、教師、家長與社區居民的協同努力下，九年一貫教育改革能順利推展，課程改革也能在各方支持下成功的為國民教育奠定良好的基礎。

關鍵字

學校與社區關係 ； 九年一貫課程改革 ； 家長參與 ； 學校與社區資源

並列摘要

The purpose of this article is to investigate how to establish the school and community relationship to enhance the success of One-Nine Year Consecutive Curriculum Reform. The roles of school principals, teachers, parents and community residents have been addressed. Firstly, the school principals should adjust their leadership styles, build up the school and community vision, strengthen their professional leadership, and promote the communication between school and community. Secondly, teachers' roles include their professional development, parents-teachers' education, teaching and counseling, participation in community and provision of services. Thirdly, parents and community residents should play a more active role in participating school affairs and keep good relationships with teachers. Fourthly, school and community should find feasible strategies to share resources with each other for the best mutual interest. We hope that One-Nine Year Consecutive Curriculum Reform can find its way through the cooperation of school principals, schoolteachers, parents and community residents. Hopefully, One-Nine Year Consecutive One-Nine Year Consecutive Reform can form a platform for the benefit of school and community.

並列關鍵字

school-community relationship ； One-Nine Year Consecutive Curriculum Reform ； parent involvement ； school and community resources

參考文獻

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