高級商職商業經營科學校本位課程發展的歷程及教師課程領導角色之研究

The Study of Taiwan Business Management Department of Commercial Vocational High School Curriculum Development and the Teachers' Leading Role

王揚智(Yang-Ji Wang)

《台灣首府大學學報》 1期 (2010/09) Pp. 23-59

https://doi.org/10.6607/BTSU.2010.1.2

摘要

學校本位課程發展過程中，教師是課程發展的重心，其對「課程領導」之角色與態度？是值得關注的。因之，本研究透過文件分析、參與觀察與訪談提出下列研究結論與建議：
結論：一、高級商職之學校本位課程是依照教育部「高級職業學校發展學校本位課程」的發展階段進行，屬分析模式。學校作了SWOT分析，但在作「策略規劃」「課程規劃、設計」時，SWOT分析結果與課程之產出並未連結。甚至，作SWOT分析者並不是規劃課程之決策者，導致在擬定目標時，無法清楚地顯示目標是對目前情境所提出的改進意見。二、教師在學校本位課程發展歷程中的課程領導角色參與，除了兼行政之教師外，一般教師參與度不高。
建議：一、學校本位課程在作「策略規劃」「課程規劃」「課程設計」時，要與SWOT分析結果與課程之產出緊密連結。作SWOT分析者與規劃課程之決策者要有參與的一致性，才能使目標是針對目前情境提出的改進意見。另一定要把握以學生利益優先、整體考量、目標導向、彈性等四個原則。二、學校要激發教師對教育改革的熱忱，對教師要授權賦能，塑造機構對教師角色之期望，並激發教師個人之需求。

關鍵字

商業經營科 ； 學校本位課程 ； 教師課程領導

並列摘要

Since ”Temporary Curriculum Guideline” implemented from 2006 school year, the schools have greater curriculum development space to display their own curriculum characteristics.
The School-based curriculum stress on the school administration has to plan, design, implement and evaluate schools curriculum based on education concepts, students studying needs and school resources in order. To empower school authorities on curriculum development, the schools also have to take the responsibilities in the mean while.
The teachers play the main role in the process of school-based curriculum development, therefore their leading role worth our attention. This study analyzes the Taiwan business management department of commercial vocational high school curriculum development and the teachers' leading role, the conclusions are as follows.
1. The commercial vocational high schools follow the development stages and timeline set by ”Vocational high school school-based curriculum, Ministry of Education” in the process of school-based curriculum development. In general, the schools have perfect analysis reports based on SWOT, but lack for connection description between the SWOT results and curriculum outcomes on ”strategy plan”, ”curriculum plan” and ”curriculum design”. Furthermore, the researcher is not the school decision-maker, therefore the modification opinions usually are not the perfect responses to the schools' needs.
2. The teachers didn't have passion for taking the leading role in the process of school-based curriculum development, unless they are assigned to be in charge of the project. In general, the teachers' curriculum development abilities only can be told on choosing ”Textbook” in form.

並列關鍵字

Business Management Department ； School-based curriculum ； Teachers' curriculum leading role