整合推升的力量？學校願景內涵、功能與實踐影響因素探究

學校願景是學校全體成員的核心價值與共同信念，同時也是成員們根據對未來的期盼所繪製出來的圖像，更是指引成員們邁向理想目標的指標。研究者透過內容分析法、文件分析法與訪談法，探討雙北市地區公立普通型高級中等學校學校願景的內涵，以及實踐現況與影響因素，並分析學校願景對於整合與提升學校發展的功能與限制。本研究一共分析雙北市地區43所學校的學校願景，並針對其中8所學校進行文件分析與訪談，共計訪談24位受訪者。　　本研究之研究結果包含三個部分，第一部分為學校願景之內涵：（一）雙北市地區學校願景所涵蓋的關鍵詞相當多元，數量多達27個，27個關鍵詞中，前三多者依序為國際、卓越與創新；（二）各校學校願景所涵蓋之關鍵詞絕大多數集中在 3至4個；（三）各校學校願景呈現方式略有不同，部分學校將學校名稱融入學校願景當中，再者，多數學校具體呈現願景，少數學校呈現方式較為抽象；（四）國內外學校願景重視的面向有所不同，我國43所學校之學校願景較重視認知發展、融入全球社會（國際發展）與社會發展，而國外較重視公民發展、情緒發展與認知發展。　　第二部分為學校願景之實踐現況與影響因素：（一）學校願景實踐於各項制度、各式課程與活動，以及校園環境四個面向；（二）影響學校願景實踐因素包含升學壓力、學校條件、學校願景可行性、經費與各項資源、領導者領導方式，以及校內成員對於學校願景之認知落差六個因素。第三部分為學校願景對於整合與提升學校發展之功能與限制，首先，功能的部分包含：（一）作為行銷的媒介，吸引具相同教育理念者就讀；（二）指引成員方向，凝聚向心力並增進彼此對話；（三）強化學生該努力的方向，盤點課程與活動並作為課程評量規準；其次，限制的部分包含（一）學校願景過於廣泛或狹隘均會限制學校願景的發展；（二）學校願景成效難以立竿見影且回饋過慢；（三）刻意強調學校願景反而使願景實踐複雜化。　　研究者最後根據研究發現，於文末提供學校以願景引導與整合學校發展的具體建議。

關鍵字

學校願景；學校願景實踐現況；學校願景實踐影響因素；學校願景功能；學校願景限制

並列摘要

School vision is the core value and shared belief of all members in a school. It is also a metaphor based on the desire of members for the future, and an indicator that guide members moving towards the ideal goal. The research aims to examine the contents, current situations, factors influencing the practice, functions, and limitations of public general high school vision in Taipei City and New Taipei City through content analysis, documentary analysis and interview. Researcher has analyzed forty-three school visions in Taipei City and New Taipei City and conducted documentary analysis and interviews with eight schools. Twenty-four interviewees were invited to participate in the research. There are three parts of findings in the research. The first part is about the contents of school vision. (1) Keywords of school vision in Taipei City and New Taipei City are very diverse. There are totally twenty-seven keywords. Among the twenty-seven keywords, the top three are globalization, excellence, and innovation; (2) The number of keywords for school vision is around three to four on average; (3) Different schools use different ways to present their vision. Some schools integrate school name into their school vision. Besides, most schools present vision clearly, but few schools present vision abstractly; (4) School visions differ greatly between Taiwan and the U.S.. The school visions in Taiwan focus on cognitive development, global community (international development) integration, and social development. On the other hand, the school visions in the U.S. focus on civic development, emotional development, and cognitive development. The second part is about the current situations and factors influencing the practice of school vision. (1) School vision is actualized in different systems, curriculum, activities, and school environment; (2) The factors influencing the practice of school vision include educational competition, conditions of school, feasibility of school vision, finance and resources, leadership of principal, and cognition of school members. The third part is about the functions and limitations of school vision. Firstly, the functions of school vision include (1) Working as a marketing tool to attract someone who has the same educational idea; (2) Gathering diverse opinions of all members in a school, making members move towards the same direction, and promoting the conversation between each other; (3) Strengthening the direction of something student need to learn, integrating curriculum and activities, and be a rubric of curriculum. Furthermore, the limitations of school vision include (1) The range of school vision is too broad or too narrow, thus limiting the development of school vision; (2) The results and feedback of school vision would not be immediate; (3) Deliberately emphasize school vision would make the practice of school vision much more complex. Based on the findings, suggestions for using school vision to guide and integrate school are provided.