私立幼兒園課程領導困境及其解決策略之探究：質性研究分析取徑

本研究主要之目的為探究私立幼兒園課程領導的困境及其解決策略。本研究採行質性研究方法，研究設計包括了兩階段的質性資料蒐集，並以紮根理論進行編碼與分析。第一階段的焦點座談，主要在瞭解課程領導的困境；第二階段的個案訪談是延續焦點座談結果，並以立意取樣方式選取具實務成效之個案園所，探詢因應困境的解決策略。本研究結論發現，課程領導困境包括：課程領導者的定位與職責、幼教人員的專業落差與工作壓力、新課程綱要的困惑與擔憂、家長選擇權的市場競爭與迷失導向；其解決策略包括：建立課程發展之願景與體制、協助幼教人員之專業成長、瞭解趨勢並爭取相關資源、行銷特色課程與增進親師互動。

關鍵字

幼兒園；課程領導；質性研究；紮根理論

並列摘要

The goal of this study was to investigate difficulties facing private preschool curriculum leadership and examine strategies for resolving problems. This study employed a qualitative research method, with a research design including two-stage collection of qualitative data, and employed a grounded theory approach to coding and analysis. The first stage consisted of a focus group discussion chiefly intended to gain an understanding of problems encountered by curriculum leadership. The case interviews in the second stage were built on the results of focus group discussion, and purposive sampling was employed to find cases of preschools with practical effectiveness. These preschools were asked about their solving strategies for responding to difficulties. According to the results of the study, difficulties facing curriculum leadership included position or responsibility on the part of curriculum leaders, professional gaps and work pressure among preschool teaching personnel, confusion and anxiety concerning new curriculum outlines, and market orientation of parents' choices. Strategies for resolving problems included establishing the vision and a system for curriculum development, assisting preschool teachers to attain professional growth, understanding trends and securing relevant resources, and marketing distinctive curricula and promoting parent-teacher interaction.