結合社區資源發展學校本位課程之個案研究

A case study on school-based curriculum development based on unity with community resources

張小秋(Hsiao-Chiu Chang)

指導教授 ： 吳榮杰

國立臺灣大學/生物資源暨農學院/農業經濟學研究所/碩士(2010年)

https://doi.org/10.6342/NTU.2010.10633

摘要

摘要
本研究主要是探討雲林縣成文國民小學（化名）結合社區資源發展學校本位課程的情況，研究目的有三，首先，瞭解個案學校融入社區資源發展學校本位課程實施課程的現況；其二，瞭解在推動課程時，學校與教師所遭遇之困難處及可運用之策略；其三，綜合研究發現，提出對運用社區資源發展學校本位課程的建議。
為達研究目的，本研究採個案研究法進行，研究者先進行相關文獻探討，並運用訪談、參與觀察及文件分析等方法蒐集個案相關資料，再將所得資料進行整理、分析與歸納。本研究主要發現如下：
一、 個案學校能充分運用社區特色資源及各種教學策略，進行學校本位課程發展運作。
二、 在編製教學活動設計：透過教師自學、研習與專業人員的協助，增強對學校本位課程的熟悉度。
三、 在本位課程教學指導方面，以級任老師為主，科任老師為輔，於彈性時間及領域課程時間進行，在校內、外採用多元教學方式進行教學。
四、 環境佈置與社區資源：學校的環境佈置很溫馨，社區文化無負面功能。
五、 教師專業成長方面：教師專業成長來自行政的系統規劃，教師信心明顯增加，專業知能漸漸成長；有待加強的是教師研究能力與態度以及教學反省檔案的記錄。
六、 個案學校本位課程發展的教師角色知覺能透過計畫、實踐、省思、修正的歷程，適時調整學校本位課程內容與教學活動。
七、 課程實施能配合學校願景，但較缺乏學生學習成效檢核部分。

關鍵字

本位課程發展 ； 社區資源 ； 教師專業成長 ； 教師角色知覺 ； 個案研究

並列摘要

This research is mainly to discuss the situation how Yunlin County Cheng-Wen Elementary school uses community resources to develop the school standard curriculum. And, there are three goals for this research, first, to understand how the target school integrates the community resources to develop it’s standard curriculum and the result of the implementation of the curriculum. Second, to understood the difficulties the school and the teacher encounterd and the strategies they applied. Third, according to the synthetic study, propose how to utilizes the community resources to develop the school standard curriculum.

The methodology of this research, literature review first, then, interview and observation in data collection; finally document analysis to come to the conclusion.

The main discovery of the research are as follows:
1. The case school is able to utilize the community special resources and teaching strategy to develop the school standard curriculum and to implement it.
2. In designing the teaching activity: the understanding and familiarity to the standard curriculum has been strengthed through teachers’ self-study and the asistance of professionals.
3. In the instruction aspect, the grade advisers take the primary role while the subject teachers as assistant. The curriculum has been implemented in elastic time and domain curriculum time as well. Multi-dimensional teaching method have been implied both inside and outside of the campus.
4. In environment arrangement: The school environment arrangement is very warm and the community culture shows no negative influence in the arrangement.
5. Teachers’growth in professional aspect: The administrative system provide support in teachers’ professional growth, the teacher confidence as well as their professional knowledge show greatly growth. However, teachers’ ability and attitude towards reasearch needs to be improved. And the teaching reflelctions need more attention and care..
6. The case school standard curriculum develops the teacher role sensibility. The process of plan, practice, reflection and revise provide chance and standard for the teaching activity adjustment to meet the school standard curriculum.
7. The curriculum implements coordinate with the school prospect, but lacks the study result of students learning.

並列關鍵字

school-based curriculum develops ； community resources ； the teacher professional growth ； teacher role consciousness ； case research

參考文獻

教育部，2000。「學校本位課程發展基本理念與實施策略」。台北：教育部。

郭生玉，1993。「心理與教育測驗」。台北：精華書局。

林佩璇，1999。學校本位課程發展的個案研究：台北縣鄉土教學活動的課程發展。國立台灣師範大學教育研究所博士論文，未出版，台北。

黃政傑，1992。台灣省高級職業學校合作學習實驗研究。國立台灣師範大學教育研究中心。

Eggleston, J.（1980）.（Ed）, School-based curriculum development in Britain : A collection of case studies. London: Routledge and Kegan Paul.