臺灣公辦公營實驗國民小學轉型歷程與運作模式之探究-才能發展構念

本研究旨在探究臺灣公辦公營實驗國民小學轉型歷程與運作模式，以質性研究為主要研究方法，於才能發展的構念基礎下，訪談臺灣北、中、南、東共計七所公辦公營實驗國民小學之變革促進者計16人。研究資料包括半結構訪談、相關實驗轉型資料及文獻報告,據以整合轉型歷程之運作模式，並檢視其與才能發展構念之關係。本研究第一部分先依據相關文獻，聚焦形成學校轉型模式之模板，由需求發現、共識凝聚、願景形塑、資源盤點、教師增能、課程建構、組織調整、評量調整及動態調整等九大面向進行訪談，據以匯聚公辦公營實驗國民小學可行之轉型歷程因素共計18項，分別為:1.社區參與、創價共同使命，行政整合需求；2.學生本位、回應學生才能，凝聚轉型動力；3.走入群體，發現真實困難，系統分析主軸；4.雁行領頭，運用八二法則，結合在地特色；5.厚植基礎，透過研習共備，釐清修正願景；6.認知轉型，回應在地需求，落實差異考量；7.在地引入，拓展課程效益，篩選永續資源；8.發掘困境，反思專案價值，付費資源互補；9.建立鷹架，跨域合作，形塑群組增能；10.專家導入，核心培力，建立系統共備；11.始於在地，成於跨域，結構主題課程；12.區分學習，易教樂學，著眼永續傳承；13.維持文化，處室整併，建立專責制度；14.跨域區分，分進合擊，學生本位考量；15,提供舞台、尊重差異，著重學生展能；16.紙筆固本、操作檢核，強調多元評量；17.確保共識、開放教室，著眼親師統合及18.跨域反思、系統規劃，確保品質微調，並據以彙整相關可行具體策略。本研究第二部分由全校性充實模式（SEM）及多層次服務才能發展方案（LoS）形成分析架構，進行相關轉型歷程與才能發展構念之比對。結果發現各實驗轉型學校在執行構念上與才能發展構念多有連結，但發展目標是否以學生才能發展為主要依歸則難以論斷。此外，於實驗教育轉型歷程則尚未發現對學生高層次課程建構思考，推斷學校目前或仍於轉型磨合期，課程尚未穩固，雖有課程調整之作法，然仍屬萌芽階段。惟本研究在學生才能發展之發現仍屬推論，需進一步相關研究進行探究。本研究第三部分揉合並調整學校改革運作模式、實驗轉型模板及才能發展構念等之要素，提出「VIEW學校轉型模式」，分別為-充「實」知能，係指進行教師專業發展及系統增能；「驗」證跨域，係指考量課程的跨域整合、差異化、多元性及延續性；「轉」化資源，係指尋找資源的轉化挹注，與實驗核心的結構連結，及「型」塑共識，指實驗理念的共識共榮，團體動力的激發。「VIEW學校轉型模式」包含8項具體轉型構念，包括:1.專家典範、核心培力；2.系統鷹架、跨域共備；3.尊重差異、多元展能；4.跨域統合、易教樂學；5.在地融合、活化連結；6.專案注入、拓展資源；7.社區參與、系統分析及8.雁行領頭、整合需求，並提出18項轉型策略，以利轉型參照。最後，本研究並針對教育主管機關、公辦公營學校轉型者及後續研究者提以下建議：1.透過追蹤研究探究轉型實驗學校的執行歷程轉變；2.進行轉型實驗學校教師及家長對於轉型的問卷調查；3.深入探究轉型因素及後續課程建構動力研究；4.進行轉型實驗學校學生學習狀況探究分析；5.建構才能發展問卷以進行分析；6.進行相關執行歷程策略的勾稽調查；7.進行VIEW學校轉型模式檢核建立；8.進行公私立實驗教育學校的執行策略分析；9.申辦公辦公營學校轉型歷程的相關建議；10.建構系統且具體的實驗學校輔導及成效評估機制及11.成立實驗教育師資跨域培育機構等。

關鍵字

實驗教育；公辦公營；學校型態實驗教育；才能發展；學校轉型

並列摘要

Using a qualitative research method and based on the concept of talent development, this research is to explore the transformation process and operational mode of the public experimental elementary schools in Taiwan. This paper drew on semi-structured interviews with 16 reform promoters at seven public schools located in the north, middle, south and east of Taiwan, as well as transformation data and literature reports, to analyze and explore the transformation process and establish a feasible transformation operational model. This research first focuses on the formation of templates for the school transformation model based on relevant literature, focusing on the following nine major aspects: of needs discovery, belief cohesion, vision shaping, resource inventory, teacher empowerment, curriculum construction, organizational adjustment, evaluation adjustment and dynamic adjustment. A total of 18 feasible measures during transformation processes for preliminary integration of public experimental elementary schools were identified, namely: 1. Community participation; 2. Applying student-centered learning and responding to students’ needs; 3. Immersing into the community to discover the real difficulties; 4. Applying the 80-20 rule by looking for the peer-leader of the community to facilitate tasks; 5. Clarifying the revised vision by study and preparation with school staff; 6. Responding to local needs by transforming cognition and considering differences; 7. Resorting to local resources to maximize curriculum benefits and select sustainable resources; 8. Identifying dilemmas, reflecting on project value, and complementing paid resources; 9. Establish scaffolding with cross-domain cooperation to empower the group; 10. Establishing systematic preparation by introducing experts as well as core training; 11. Structuring subject courses with interdisciplinary concepts from local resources; 12. Focusing on sustainability by differentiating learning to facilitate teaching and learning; 13. Establishing a special responsibility system, integrating sections while maintaining the school culture; 14. Student-centered consideration with interdisciplinary distinction; 15. Focusing on students’ ability, respecting differences and providing a stage; 16. Assessing student's abilities with paper tests, multiple assessment and operational activities; 17. Focusing on the integration of teachers and parents by ensuring consensus with an open classroom and；18. Interdisciplinary reflection, system planning, to ensure the quality, and to summarize relevant and feasible specific strategies accordingly. The second part of the research utilizes the whole school-based enrichment model (SEM) and multi-level service talent development program (LoS) as the main analysis framework, and compares the transformation process with the talent development conception. Many links are found between the school's relevant history and the concept of talent development, while it is difficult to judge whether the development goal is based on the development of students' ability. Therefore, it is still necessary to follow up the research for in-depth exploration and analysis. In addition, in the course of the transformation of experimental education, thoughts on the construction of high-level courses for students have not been found yet. It is inferred that the school is still in the transition period, and the curriculum is not yet stable. Although there are ways to adjust the curriculum, it is still in its infancy. However, this is still an inference, and further related research is needed. The third part of the study combines the elements of the school's reform operation mode, experimental transformation template and talent development concept, and adjusts the focused research template to propose the "VIEW school transformation model"(Verification, Interdisciplinary, Empowerment, Wield resources), respectively stand for teacher's in-service academic improvement and system empowerment; considering the cross-domain integration, differentiation, diversity, and continuity of the curriculum; looking for the conversion of resources, connecting with the core structure of the experiment, and sharing the common prosperity of the experimental concept as well as motivating the group. The model also consists of the following concepts, 1. Expert model and core strength; 2. System scaffolding and interdisciplinary preparation; 3. Respect for differences and diversified performance; 4. Interdisciplinary integration to facilitate teaching and learning; 5. Integrating native environment resources and activating the connections between resources; 6.Project injection and resource expansion; 7.Community participation, system analysis and 8. Looking for peer leadership, integrating needs. The model also puts forward 18 transformation strategies for the transformation reference. Finally, the following specific research suggestions are proposed for education authorities, public school transtainers and follow-up researchers, namely: 1. Exploring the transformation of the implementation process of the experimental school of transformation through follow-up research; 2. Conducting questionnaire survey on transformation of the experimental school with the teachers and parents; 3.In-depth exploration of transformation factors and follow-up curriculum construction motivation research;4.Inquiry and analysis of the learning progress of students in transformation experiment schools; 5.Constructing ability development questionnaire analysis; 6.Conducting a check investigation of relevant execution process strategies; 7.Carrying out the review and establishment of the VIEW school transformation model; 8.Analyzing the implementation strategy of the public and private experimental education schools;9.Compiling relevant suggestions on the transformation process of public schools;10.Constructing a systematic and specific experimental school counseling and effectiveness evaluation mechanism and 11.Establishing interdisciplinary training institutions for experimental education teachers.