從知識管理談學校本位經營與教師專業成長－以政大經營實小為例

Improving School-Based Management and Teacher's Professional Development by Knowledge Management

劉兆文(Chao-Wen Liu) ； 詹志禹(Chih-Yu Chan)

《通識教育季刊》 9卷1期 (2002/03) Pp. 57-82

https://doi.org/10.6745/JGE.200203_9(1).0004

摘要

二十一世紀學校經營的課題，就在如何提高教育人員的專業素質，透過知識管理結合全體教育人員的知識和經驗，改造學校成為高價值、具創造力的組織。知識管理是促使組織人員蒐集、指認、分享、評價、調適、應用和創造知識的一種歷程，此一歷程仰賴科技、文化、領導和回饋機制的支持。在此歷程中，如何促進顯性知識與隱性知識之間的四種轉化，尤其值得思考。學校在運用知識管理策略時，可能有很多不同的具體作法，例如建立良好的互動體系與資源網絡、建立多元管道的教師成長機制、班級經營e化、以及跨校合作策略聯盟等，都是可以參考的作法。

並列摘要

During the 21(superscript st) century, the main issue in school management is about how to improve professional quality of staffs and to reconstruct a school of high value and of high creativity through knowledge management, which is a process of organizing experience, knowledge and wisdom of school members. Such a process enables educational workers to collect, identify, share, evaluate, accommodate, apply, and create knowledge in a school. Accordingly, this process relies on support from technology, culture, leadership, and feedback mechanism. One of the most important tasks of knowledge management is to facilitate four kinds of transformation between explicit and implicit knowledge. Finally in the current paper, some strategies of knowledge management are recommended for schools. Among the strategies are to build up a good system for interaction and a network of resources, to open up multiple opportunities and mechanisms for teachers' professional development, to manage classrooms with informational techniques, and to promote cooperative learning across different schools by association.

並列關鍵字

knowledge management ； school-based management ； teacher's professional development ； knowledge transformation ； knowledge-based systems