中層領導者推動十二年國教課綱之個案研究

A Case Study of Middle Leaders in Leading the Implementation of the 12-Year Basic Education Curriculum

林芳芝(Fang-Chih Lin)

指導教授 ： 潘慧玲

淡江大學/教育學院/教育與未來設計學系學習領導與教育發展碩士班/碩士(2022年)

https://doi.org/10.6846/TKU.2022.00339

摘要

邁入二十一世紀，教育要培育學生具備面對現在與未來的能力。隨著教育部頒布《十二年國民基本教育課程綱要》，學校課程進行重大變革，需要不同層級的課程領導者，但國內缺乏中層領導者之研究。故本研究以中層領導者（含教務主任、學年主任及領域召集人）為探究對象，瞭解一所個案學校推動十二年國教課綱校訂課程的脈絡、中層領導者推動校訂課程之領導作為以及中層領導者面對的課程變革挑戰與因應策略。本研究以質性個案研究為取徑，針對校長、教務主任、學年主任、領域召集人及教師進行半結構式訪談，另輔以文件分析進行研究。
根據個案分析結果，本研究得到結論如下：
壹、個案學校推動十二年國教課綱是在外部教育改革與內部領導者促動的脈絡下展開。
貳、中層領導者是領導個案學校推動校訂課程的關鍵人物。
參、中層領導者推動校訂課程挑戰含課程、結構與人員的三個層面。
最後根據本研究發現與結論，針對教育行政機關、學校教育人員及後續研究提出相關建議。

關鍵字

中層領導者 ； 十二年國教課綱 ； 校訂課程

並列摘要

Entering the 21st century, educators need to cultivate students' competence to face the present and future. Since the Ministry of Education issued the 12-Year Basic Education Curriculum, the schools have undergone a tremendous change that needs different leaders within the school. However, there is scarce research on middle leadership, which thus became the foci interest in the study. The three purposes of the study were to explore the context of the 12-Year Basic Education Curriculum in which the case school developed its school curriculum, examine how middle leaders led the planning and implementation of their school-developed curriculum, and analyze the challenges for the curricula change as well as the coping strategies they employed.
The study used a case study approach. The principal, the director of the academic affairs, the grade director, the learning area leaders, and teachers, were invited for the semi-structured interviews. In addition, document analysis was used as a supplementary method.
Three conclusions were obtained through the analysis of the case study.
1. The school's implementation of the 12-Year Basic Education Curriculum was in a context where the external education reform and the internal leadership stimulation were interwoven.
2. Middle leaders were the key figures for leading the planning and implementation of school-developed curriculum.
3. The challenges of planning and implementing the school-developed curriculum for middle leaders include the aspects of curriculum, structure, and personnel.

The study finally provided suggestions for the authorities of educational administration, school education personnel, and further research.

並列關鍵字

middle leaders ； middle leadership ； the 12-Year Basic Education Curriculum ； school-developed curriculum

參考文獻

林明地（2006）。教育領導的核心。教育研究集刊，52（2），155-163。

張德銳（2020）。我國教師領導研究成果分析與發展方向。教育研究與發展期刊，16（1），101-154。https://doi.org/10.6925/SCJ.202003_16(1).0004

蔡清田、陳延興（2013）。國民核心素養之課程轉化。課程與教學季刊，16（3），59-78。

壹、中文文獻

丁思與（2018）。十二年國教課程發展的知與行：一所前導學校的教師觀點。教育研究月刊，289，107-124。