學校推動創造力教育經營策略之研究－以宜蘭縣二所學校為例

A Comparison Study of Management Policies Used When Implementing Creative

范美淑

指導教授 ： 何英奇

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2008年)

摘要

本研究以宜蘭縣竹林國小及人文國小二所學校為對象，探討學校創造力教育推動狀況及經營策略，並歸納其運作歷程。
本研究採訪談、觀察及文件資料收集的方法，對學校推動創造力教育之行政主管及教師進行訪談，並收集二校在推動創造力教育之相關資料，最後以三角檢核進行資料檢證。本研究結果如下：
一、 推動創造力教育的學校背景及動因：兩校創造力教育推動的學校背景條件不同，根據學校特色選擇不同的經營策略，各自發展出不同的推動風格；兩校推創造力教育的動因皆是為學生選擇正確有益的教育，並透過計畫充實設備，努力為學校共盡一份心力。
二、 學校推動創造力教育的經營策略：兩校創造力教育推動在行政管理、課程教學、校園環境、學校活動、組織文化五個層面上，各有不同的具體經營策略。
三、 學校推動創造力教育的成效與檢討：兩校推動創造力教育的實施成效可以歸納出情意、環境、技能、知識四大方面的成果；而值得檢討的部份包括計畫的不確定性、經費的使用限制、教學設備及資源的不足、計畫提報時的壓力。
四、 學校推動創造力教育運作歷程：兩校推動創造力教育的運作歷程可分為選地播種期、發芽等待期、成長茁壯期、成果開花期等。雖然兩校運作歷程有共同性，但實際運作因背景不同而各有特色。
五、 學校推動創造力教育的反思：針對兩校推動創造力教育之經營策略進行反思，提出八個思考方向供未來經營策略之參考。
最終，依據研究結果，針對學校推動創造力教育的實務工作及未來研究方向提出建議，俾供參考。
關鍵詞：創造力教育、經營策略

關鍵字

創造力教育 ； 經營策略

並列摘要

The purpose of this study is to explore how Zhulin Elementary School and Humanities Elementary School implemented creative education and which management policies they took. Accordingly, the working process is described in the study results.
This study used the methods of interviews, observations and document gathering. Interviewed data was mainly collected from interviews with administrators and teachers about how they carried out creative education at schools. The relevant documents came from records of the results of creative education kept by the two schools. The triangulation was used to validate the data and obtained the following conclusions:
1. School background and motivations to practice creative education:
The backgrounds of these two schools in pursuing creative education were different. According to schools’ advantages, they chose different management policies and had their own unique styles. The main motivation to push creative education was to help their students. By carefully planning to update teaching equipment, they managed to improve their schools.
2. Management policies of school creative education:
The two schools developed distinct management policies in respect to five aspects, administrative management, curriculum instruction, school environment, school activities and organization culture.
3. Effects and points of investigation in school creative education:
The positive effects of the two schools’ creative education are described in 4 parts, affection, environment, skill and knowledge. The shortcomings discussed are the uncertainty of planning, limitations of budget, teaching equipment, insufficient resources and pressure to propose new plans.
4. Working process of school creative education:
The working process of two schools’ creative education can be considered as seeding phase, budding phase, growing phase and blossoming phase. Although two schools shared some similarities in aspects of their working processes, they still created their own distinguishing features owing to different school backgrounds.
5. Reflection on school creative education:
After reflecting on the management policies of the two schools’ creative education, eight suggestions for future creative education are proposed.
Finally, some recommendations for further study and for schools in carrying out creative education are suggested.
Key words: Creative Education, Management Policy

並列關鍵字

Creative Education ； Management Policy

參考文獻

江澤民（2002）。慶祝北京師範大學建校一百週年大會上的講話。2006年12

李信螢（2002）。個人創造力、組織創新氣候與創新績效相關之研究。國立中

陳啟明（2003）。談教師如何培養「創新教學能力」之我見。國教新知，50（1），114-121。

游家政（2003）。創新教學方案的設計與評鑑－以統整主題單元為例。載於國

討－學童與廠商跨領域之比較。國立中央大學企業管理研究所碩士論文，