國民小學學校本位教學視導之研究

謝宇斐

指導教授 ： 謝文全

國立臺灣師範大學/教育學院/教育學系/碩士(2003年)

摘要

摘 要
本研究之主要目的，在於探討學校本位教學視導基本概念、包括意義、功能、任務、組成人員和任務、實施步驟、原則、困難和配套措施等，以瞭解目前國民小學實施學校本位教學視導的現況和意見，最後根據研究結論，提出作為實施學校本位教學視導的建議。
本研究採用文獻分析、問卷調查和訪談三種研究方法：首先透過文獻分析，探討學校本位教學視導的內涵，以瞭解學校本位教學視導的意義、特徵、功能、任務、步驟、原則人員的組成與及其任務、困難與配套措施；其次，根據文獻探討的結果，編製「國民小學學校本位教學視導調查問卷」與「國民小學學校本位教學視導訪談大綱」，進行調查與訪談研究，藉以瞭解目前國民小學實施學校本位教學視導的現況，以及國民小學教育人員對於學校本位教學視導的意見，最後依據研究結論，提出具體建議。
本研究調查對象包括國小教育人員、教育行政機關人員、學者專家，共發出958份，實得有效問卷762份，問卷處理採用Spss for Windows 統計套裝軟體進行統計分析。
綜合文獻分析、問卷調查與訪談結果，得到以下結論：
一、目前國小的教學視導實施，雖大致符合校本視導的特徵，但整體程度並不算高，仍有加強改進的空間。
二、目前國小校本視導的實施，大致已發揮促進教師團隊合作、落實學校本位課程與教學等功能；但發揮的程度並不是很高，仍有改進與加強的空間。
三、校本視導的任務應包括輔導教師專業成長、觀察教師教學歷程，並協助改進教學、協助教師運用各項教學資源等。
四、校本視導人員的組成，應以具相關領域教學經驗的教師為主。不同的視導人員應有不同的任務，適度的合作與分工。
五、校本視導的實施，應遵循視導人員具專業知能、校內成員彼此合作、校內人員民主尊重，開放對話等原則。
六、校本視導的實施應依照擬定校本視導計畫、訂定校本視導人員的遴選與標準過程、視導人員與被視導人員進行培訓等步驟進行，並考慮學校情境與成員需要。
七、校本視導實施面臨的主要困難有經費不足或無法配合學校運作、增加教師負擔、教師對於教學視導有排斥感等。
八、實施校本視導應做到校本視導的辦法中減少相關限制、編列校本視導的經費、減少校本視導人員教學時數等配套措施，但目前實際做到的程度偏低，均有改進的空間。
九、不同地區的國小實施校本視導的程度大致相同，主要的差異在省、縣轄市或較大規模的國小，其符合的程度高於鄉鎮地區或較小規模的國小。
根據文獻探討、調查與訪談研究發現、以及研究者之意見擬出結論，並對國小實施學校本位教學視導提出相關建議，以供學校與行政機關做為參考。

關鍵字

學校本位管理 ； 教學視導 ； 學校本位教學視導

並列摘要

Abstract
The main purpose of the study is to explore the primary concepts of school based instructional supervision ,inclusive of the meaning, functions, tasks, participator and theirs tasks ,steps, principles, difficulties and supplementary measures, to understand the current situation and theirs comments .Finally, according to the results ,the research provides some suggestions to carry out school based instructional supervision.
This study uses the literature research, questionnaire survey and interview investigations. First, through documentary research, the study explores the connotation of school based instructional supervision, to understand the characteristics ,meanings, functions, tasks, steps , principles, participators and their tasks, difficulties, supplementary measures . Second ,according to the results of literature research ,the researcher compile “ the questionnaire for school based instructional supervision of elementary schools” and “interview for school based instructional supervision of elementary schools” , used for investigation and interview to understand the current situation of school based instructional supervision in elementary schools, and the opinions from educational staff .Finally, according to the conclusion ,the research provides some substantial suggestions.
A total of 958 subjects were sampled form elementary schools’staffs , educational administration staffs, and scholars.The effective samples acquired are 762 copies. These data are analyzed through statistical analysis under the“SPSS for Windows” statistical package software.
Form the data of literature research , questionnaire survey and interview investigations ,the major findings of this study are drawn as follow：
1. At present, the implementation of instructional supervision in elementary schools already matches school-based supervision in terms of characteristic features. However, the overall extent of implementation is not especially high , there is lot of room for improvement.
2. At present, the implementation of instructional supervision in elementary schools has already encouraged teamwork among teachers, fulfilled school-based curriculum and instruction, and other functions. However, the extent of implementation, once again, leaves something to be desired. There is room for improvement and added hard work.
3. The tasks of school-based supervision should include, such as guiding teachers’ professional development, keeping teachers’ instructional progress under observation, and assisting with improving instruction, helping teachers to make use of a variety of instructional resources.
4. School-based supervision personnel should possess teaching experience in the same area as the instructors. Different supervision personnel should have different tasks, with appropriate cooperation and division of labor.
5.The implementation of school-based supervision should require that the supervision personnel possess specialized capability and that members of the teaching staff should cooperate, treating each other in a principled, democratic atmosphere where open discussion is the norm.
6. The implementation of school-based supervision should be based on a school-based supervision plan, which sets the standards and process for school-based supervision personnel selection, as well as the steps to follow when the supervision personnel provide training. The plan should also consider the school environment and staff member needs.
7. The main difficulties facing school-based supervision implementation are lack of funds or an inability to accommodate to school operations, adding to teachers’ burdens, and teacher opposition to instructional supervision.
8. For the implementation of school-based supervision, a number of supplementary measures are to be adopted, such as reducing related restrictions in the school-based supervision procedure, itemizing school-based supervision spending, reducing the teaching load of school-based supervision personnel, etc. However, at present these measures have only been enacted to a limited extent only: there is much room for improvement.
9. Elementary schools in different districts have implemented school-based supervision to similar degree. Schools in bigger communities, and bigger elementary schools, generally display a higher level of instructional supervision.
According to the literature analysis, the results of the survey and interview parts of this research, the researcher has formulated a number of recommendations to educational administration and schools for the implementation of instructional supervision.

並列關鍵字

School-based management ； instructional supervision ； School -based instructional supervision

參考文獻

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