學校課程行政運作模式之研究--以臺北市國民小學為例

A study of the Administrative Operation Model of Elementary School Curriculum: An Example of the Elementary Schools in Taipei.

蘇敏(Sunmin)

指導教授 ： 高強華

國立臺灣師範大學/教育學院/教育學系/碩士(2002年)

摘要

本研究目的是在了解曾經參與試辦九年一貫課程的學校，應用課程行政運作模式的實況。十二所試辦學校本位課程的國民小學的校長、主任及教師計三十六人接受訪談，敘說他們試辦學校本位課程時行政運作的情形。本研究係以文獻分析法與訪談法，蒐集研究資料及進行訪談分析，並歸納出學校課程行政運作模式。
本研究主要發現如下：
一、（所有被訪談者）對學校課程行政的認知尚可，但仍有待加強宣導。
二、課程行政運作的關鍵人、組織及規模方面，各校情況不一，但尚 合理念。
三、各校資源運用都來自社區與家長。
四、課程行政運作過程，分為五種類型：（一）行政人員主導型（二）研究教師主導型（三）交叉互動型（四）全校共商型（五）課程發展委員主導型。
五、教師參與方面，已漸由觀望轉為投入。
六、花費時間方面，各校均超過以往工作量，尤其大型學校溝通費時。
七、教師課程認知程度，校內差距大，參與試辦者較未參與者為佳。
八、課程主題創新分面，各校均很豐富，且具特色。
九、課程評鑑方面，絕大部分學校尚未進行正式評鑑，僅有少部分試做簡單評鑑。
十、實施困難問題方面：（一）行政與教師溝通困難。（二）家長觀念不易改變。（三）工作負荷大，資源及經費短缺等。
根據本研究結果，提出建議如下：
一、對教育行政主管機關方面：（一）加強校長課程行政運作的能力。（二）加強各領域課程銜接。（三）訂定學生能力指標手冊。（四）訂定教師合理授課時數。（五）改善學校軟硬體設施不足。（六）整頓坊間品質不齊的教科書。（七）提振學校行政人員士氣。（八）結合輔導團市立師院資源，發揮輔導地方教育功能。（九）檢討師資培育需求，提供第二專長成長教育。
二、對學校行政方面：（一）建立校際聯盟機制，資源共享。（二）考量教師專長安排職務。（三）落實學校課程評鑑。（四）提供教學資源。（五）調整學校行政團對為服務團隊。
三、對學校教師方面：（一）澄清教師對教育價值的認知，改變以往單打獨鬥的教學建立學校團隊合作協同教學的方式。（二）積極參與教師專業進修的機會，培養教師第二專長以符合當前領域教學的需要，及保障工作機會。
四、對未來研究方面：（一）結合質化研究與量化研究，亦加深研究主題結論的廣度。（二）研究內容可以進一步研究國中課程運作模式的建構。（三）建構模式的變項可以進一步探究其交互作用及因果關係。（四）研究對象可以擴展至全市各國民中學、小學以了解當前大多數學校課程行政運作模式。

關鍵字

課程行政 ； 運作模式 ； 困難問題 ； 小學課程

並列摘要

The purpose of this study was to understand the administrative operation model applied at the experimental project of nine-year integrated curriculum of the elementary schools in Taipei. There were 36 participants included the principals, the directors and the teachers of twelve elementary schools attended the experimental project. They accepted the interview and narrated their experiences about the administrative operation model of schools curriculum. The literature analyzed and interview approach were conducted and collected the data and analyzed, then concluded the administrative operation model of schools curriculum in educationally current context.
The main findings were as follows:
1.（all the interviews）accepted the ideas of administrative operation model of schools curriculum in some degree but still needed more advocate.
2.The key person (or key group, the scale of the school) of the administrative operation model of schools curriculum may had some differences among the schools but they accommodated the ideas in some degree.
3.All the resource of every school came from communities and the parents.
4.There were 5 styles of the administrative operation model of schools curriculum: administers-oriented, experienced and studied teachers’ -oriented, mutual interaction style, full staff negotiation style and curriculum-committee style.
5.The teachers’ attitude had been changing from unconcern into engagement themselves.
6.The time consumed was longer than before, especially spent a lot time to communication in the large schools.
7.The differential degree of cognition of the school curriculum was high in the same school, who participate the nine-year integrated curriculum was better than who didn’t participate.
8. Each school was enriched and features with its innovative curriculum topics.
9. In curriculum evaluation aspect, mostly the schools did not take the formal evaluation; only little school tried to do self- evaluation.
10.The administrators had difficulties in communicating with the teachers and parents, and the budget for the curriculum with limited resources.
Based on the finding of this study, some suggestions are made for the educational administrators, the teachers, and the parents to refine the administrative operation model of schools curriculum.

並列關鍵字

curriculum administration ； operation model ； problem-solving ； elementary school curriculum

參考文獻

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