本研究主要在探討應用知識管理於國小教育行政模式,並以一所桃園縣大型國小為個案,分析推動校務系統及建置教學資源中心,對校內行政組織及教師教學的影響,並提出新的行政組織模式,以落實學校本位管理。 知識管理的流程是由知識的取得、儲存、轉換、擴散、運用與創新等五個面向組成,本研究藉由建置校務系統來取得教師研發教材的知識並儲存於系統及教學資源中心,取得顯性知識,再透過教學資源中心,轉換知識,協助教師研發教材,運用於教學行政之中,可以達到教學創新及組織再造的功效。 本研究發現推動校務系統,須同時培養校內種子教師,以解決教師在操作校務系統時的問題,並開發適合個案學校的程式。再者,成立專責機構-教學資源中心,以整合校內資源,方便教師使用。透過校務系統的推廣、教學資源中心的成立,改變了行政流程,組織亦需隨之調整,以符應需求。 最後根據研究結果,提供個案學校、教育行政機關及後續研究的參考。
The main purpose of this study is to explore innovating knowledge management into education organization model, and using a large elementary school in Tao-Yuan county as an example. Analyzing the effects after establishing schoolsoft system and instructional resources center to school organization and teaching. The five parts of knowledge management are getting, saving, translating, spreading and innovating. Getting and saving knowledge with schoolsoft system, and saving, translating, spreading knowledge with instructional resources center.Thus can achieve the goal of innovating and organization reestablishing. The conclusion of this research are as follows: First, developing the seed teacher to solve the problem and programing schoolsoft system. Furthermore, establishing instructional resources center to collate teaching resources. Thus, the oragnization must change new model to adjust this. According to the results of the research, there are suggestions in case school, educational administrative, and the direction of future study.