一所偏鄉全人教育實驗學校發展之研究

本研究以新竹縣一所偏鄉全人教育實驗學校發展為研究對象，針對幸福國中全人教育實驗學校設立緣由、發展過程、遭遇的困境、解決策略，以及實施全人教育對教師教學與學生學習產生的影響等內容進行探究。本研究採質性研究，運用文件分析法、訪談法與省思札記進行資料蒐集。透過訪談幸福國中的核心團隊、老師、家長、學生與及校友，以及相關文件與省思札記，加以分析與討論，依據研究發現，獲致以下結果：一、幸福國中全人教育實驗學校設立緣由來自內部驅力與外部助力。二、幸福國中全人教育實驗學校發展過程歷經四個階段，且每階段發展重點皆與教師專業發展歷程有密切相關。三、幸福國中教師層面的困境有二：師資來源的不穩定與教師專業的不足；以「找對人」與「提升教師專業」為解決策略。四、幸福國中孩子面臨的困境有二：家庭功能不彰與自信心低落；以看見每位孩子、結合在地元素發展特色課程、引進多元學習資源豐厚孩子的生命經驗等三項為解決策略。。五、實施全人教育對幸福國中教師教學的影響：以全人觀點看待孩子成長；豐厚全人教育實踐智慧，給予孩子適宜的助力；透過自我覺察，蛻變成全人教師，幫助每個孩子都成功。六、實施全人教育對幸福國中學生學習的影響：以「全人」整體思維，兼顧感受力、學習力、成長力三大核心能力之培養；全人學習模式與涵養生命續航力影響學生未來求學之路。本論文根據研究結果，提出相關建議，供教育行政機關、幸福國中、未來欲申請實驗教育計畫和未來研究之參考。

關鍵字

全人教育；實驗教育；國中；偏鄉學校

並列摘要

This study takes the development of a holistic education experimental school in Hsinchu County as a research object, and explore the reasons for the establishment, development process, difficulties encountered, solution strategies, and the influence of implementing holistic education on teaching and learning. This study adopts qualitative research methods. The research data was collected through documentary analysis, interviews and notes of reflection. Through interviewing with the administrators, teachers, parents, students and alumni of Happiness junior high school, and analyzing the relevant documents from the data collection, the results are listed as follows according to the research findings: 1. The reasons for the establishment of Happiness Holistic Education Experimental School because the teachers were the driving force and there were external assistance from the government and society. 2. Happiness Holistic Education Experimental School has four stages of the development, and that is related to the teacher professional development. 3. Happiness junior high school has two problems with the instability of the teachers and the lack of teachers’ profession. Happiness junior high school takes "finding the right teachers" and "promoting teachers’ profession" as its strategy to solve the problems. 4. Students in Happiness junior high school faced two difficulties in poor family function and low self-confidence. The school uses three strategies to help them: appreciating each child, combining local elements to develop curriculum, and introducing multiple learning resources to enrich the children’s life experience. 5. The impact of the implementation of holistic education on the teachers is as follows: (1) The teachers change the mindset of teaching, and teach with the perspective from holistic education. (2) The teachers have the ability to use your knowledge and experience to make good teaching and judgments as a result of teacher professional growth and reflection, and promote students talent development. (3) Through self-awareness, the teachers become a holistic teacher and help every child succeed. 6. The impact of the implementation of holistic education on students is as follows: (1) The differences of learning between students in Happiness junior high school and other schools are the mindset of "whole person", and develop three kinds of abilities, including the ability to feel, the ability to learn and the ability to grow. (2) The impact on students in the future is their holistic learning and the ability to continue trying to do something, although it is very difficult. Based on the research results, this paper puts forward relevant suggestions for the reference of the educational administration, Happiness Junior High School, and future applicants who want to apply for experimental education programs and future research.