- 學位論文
新課綱下一所社區高中校長推動自主學習之研究－以學習領導的視角分析
Research on the promotion of self-directed learning by the principal of a community high school under the new syllabus---Analysis from the perspective of learning leadership
摘要
論文提要內容： 本研究旨在探究社區高中校長在推動新課綱學習歷程檔案中之自主學習的發展脈絡、實際情形、運用策略與具體作為，並以學習領導之視角加以分析。本研究以立意取樣，選擇具代表性且積極推動自主學習之社區高中校長作為訪談對象，進行半結構式訪談，並對相關資料進行文件分析。依據研究結果，本研究歸納結論如下： 一、春風高中的多元化課程、豐富與溫暖的師資以及學生的特色，成為光哥校長以學習領導推動學習歷程檔案與自主學習的發展背景脈絡。 二、光哥校長將「幫助學生找尋未來方向」作為中心思想，以學習領導五大構面（關注學生學習、建構學習願景與目標、形塑學習文化、促進教師學習及專業成長以及分散性領導）之內涵推動自主學習。其自身的學習經歷與「抱一」的溝通哲學，為影響其學習領導的重要因素。 三、光哥校長將自主學習定調為「引導不主導，放手不放任」，由指導教師「引導」學生自主學習；針對未來有具體目標的學生另一種自主學習－「尋夢計畫」，由合作之基金會提供業師，讓學生能了解未來職場生態，深入產業進行實作，日後也希望由家長成為業師，持續提供學生該計畫。 四、教師、主任與校長皆認為自主學習可助學生學習和探索自己的興趣與目標，而從學生學習的成果與訪談內容也可驗證同樣的事實。教師的引導與學生的學習慾望為自主學習成功的要件。 五、學生認為自主學習時間不足，校長希望藉由引入大學資源，帶領教師將學習歷程檔案融入課程時間安排，減輕學生製作成果報告之負擔；而教師則認為，若能在學期末留下適度的空白期，或許有助學生減輕時間壓力。
並列摘要
The purpose of this study is to explore the development context, actual situation, application strategies and specific actions of community high school principals in promoting self-directed learning in the new curriculum of academic portfolio, and to analyze them from the perspective of learning leadership. This study takes purposive sampling, selects representative community high school principals who actively promote self-directed learning as interviewees, conducts semi-structured interviews, and conducts document analysis of relevant data. Based on the research results, the conclusions of this study are as follows : 1. The diversified curriculum, rich and warm teachers and students ' characteristics of Chunfeng High School have become the development background of principal Kwangko 's learning leadership to promote academic portfolio and self-directed learning. 2. Principal Kwangko takes " helping students find their future direction " as the central idea, and promotes self-directed learning with the connotation of the five dimensions of learning leadership ( focusing on student learning, constructing learning visions and goals, shaping learning culture, promoting teacher learning and professional growth, and decentralized leadership ). Its own learning experience and the communication philosophy of " holding one " are important factors affecting its learning leadership. 3. The principal of Guangge set the tone of self-directed learning as " guidance is not dominant, let go is not laissez-faire, " and the instructor " guides " students to self-directed learning ; another kind of self-directed learning for students with specific goals in the future, the " Dream Project, " is provided by the cooperative foundation to provide practitioners, so that students can understand the future workplace ecology and go deep into the industry for implementation. In the future, it is also hoped that parents will become practitioners and continue to provide students with the project. 4. Teachers, directors and principals all believe that self-directed learning can help students learn and explore their own interests and goals, and the same facts can be verified from the results of students ' learning and the content of interviews. Teachers ' guidance and students ' desire for learning are essential to the success of self-directed learning. 5. Students think that the time of self-directed learning is insufficient. The principal hopes to lead teachers to integrate the academic portfolio into the course schedule by introducing university resources, so as to reduce the burden of students ' production of achievement reports. Teachers believe that if they can leave a moderate gap at the end of the semester, it may help students reduce the time pressure.