以CIPP評鑑模式分析國小校長課程領導之研究：以國小校訂游泳課為例

研究者於國小兼任行政職務教師，透過觀察發現教師為研發游泳課程教學遭遇困難，兼任行政職務教師推動校訂游泳教學溝通之不易，以及校長課程領導實施之困境。本研究旨在運用CIPP評鑑模式，分析個案國小校長在校訂游泳課程領導行為與成效，以及分析校長在課程領導歷程遭遇的問題與困境，並提出具體改善建議。研究方法採用行動研究，選取3位不同職位教師，包含行政教師、導師、體育老師，以及2位六年級不同性別的學生進行個案訪談。研究結果：一、背景評鑑：校長積極主導推動校訂課程，能以學校願景為主軸擬定課程整體目標；二、投入評鑑：校長能保持開放彈性的態度，引導同仁進行課程規劃，但在資源利用與投入經費來說稍嫌不足；三、過程評鑑：校長於教學過程督導角色不明確，參與教學討論次數不多；四、成果評鑑：校長鼓勵教師制定游泳認證辦法，但未設立游泳課程評鑑機制，無法獲得課程改良機會。研究結論：國小校長課程領導需花時間凝聚共識，投入經費邀請專家學者進行課程改良，支持教師專業進修與成長，積極參與教學討論，開放創造對話空間；CIPP評鑑模式可有效分析國小校長課程領導成效。最後依據研究結果，提出國小校長課程領導實務工作建議。

關鍵字

CIPP評鑑模式；國小校長課程領導；校訂課程

並列摘要

The researcher was a part-time administrative teacher at an elementary school, observed that teachers faced difficulties in developing school-based swimming instruction. Furthermore, a part-time administrative teacher encountered communication difficulties while promoting school-based swimming instruction. And elementary school principal encountered obstacles in implementing curriculum leadership. The objective of this study is to apply the CIPP evaluation model to analyze the curriculum leadership behaviors and effectiveness of a case elementary school principal in implementing the in-school swimming curriculum. Additionally, it aims to analyze the problems and challenges encountered by the principal during the curriculum leadership process and provide specific improvement recommendations. The research method employed action research, selected three different positions teachers including administrative staff with teaching responsibilities, class tutor, physical education teacher and two sixth grade students of different gender for conducting individual interviews in this study. Research results: (1) Context Evaluation: The principal took an active lead in promoting the development of the school's curriculum, and was able to formulate overall curriculum goals centered around the school's vision. (2) Input Evaluation: The principal maintained an open and flexible attitude, guiding colleagues in curriculum planning. However, there was a slight deficiency in terms of resource utilization and funding allocation. (3) Process Evaluation: The principal's role in supervising the teaching process was unclear, and his participation in instructional discussions was limited. (4) Product Evaluation: The principal encouraged teachers to establish methods for swimming certification, but a mechanism for evaluating the swimming course was not established, thus missing the opportunity for curriculum improvement. Research Conclusion: (1) Effective elementary school principals' curriculum leadership involves investing time in consensus-building, allocating funds to invite experts and scholars for curriculum improvement, supporting teachers' professional development and growth, actively participating in instructional discussions, and fostering an open and creative dialogue space. (2) The CIPP evaluation model can effectively analyze the effectiveness of elementary school principals' curriculum leadership. Finally, according to the results, suggestions for the practical work of elementary school principal's curriculum leadership are put forward.

並列關鍵字

CIPP evaluation model ； elementary school principal curriculum leadership ； school-based curriculum

參考文獻

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