一所偏遠特色小學的校本課程發展研究

A Study Of The Development Of School-based Curriculum In A Remote Featured Primary School

黃國倫(Kuo-lun Huang)

指導教授 ： 陳幸仁

國立中正大學/教育學院/教育學研究所/碩士(2011年)

摘要

摘　　要
本研究以雲林縣一所偏遠小型學校為研究個案，該校面臨裁併校的困境，卻能藉由發展優質校本課程而成為具有特色的學校。其發展課程的經驗，或可成為其他偏鄉小校的參考，值得深入探究與分析，故以此為研究主題。
本研究採用個案研究法，訪談校長、行政人員及學校教師共十人，根據訪談資料及所蒐集之電子郵件、會議紀錄、教學活動設計等文件進行綜合性分析，最後從研究發現中提出結論與建議。
本研究的研究目的有四：探討山林國小發展校本課程的歷程；分析影響山林國小發展校本課程的因素與困難，及其因應策略；探討校長如何領導組織成員發展校本課程；了解山林國小教師參與校本課程發展後，專業成長的情形。
依據以上研究目的，本研究得到以下結論：
一、個案學校校本課程發展緣起於外在倡導並歷經不斷的修正。
二、個案學校校本課程發展受自然生態、社區產業資源、校內外人力資源、經費
資源、教師參與程度及政府的倡導活動等因素影響。
三、個案學校發展校本課程所遭遇的困難多為人員問題，其所遭遇的問題及解決
策略如下：
(一)人力不足的問題，其因應策略為：在校務上有所取捨、爭取額外的人力支援。
(二)工作負荷重導致學校成員反彈的問題，其因應策略為：校長採取低姿態安撫
教師情緒，過濾不必要的業務；辦理非正式活動凝聚向心力；由校長親自承
辦業務，減低教師負擔。
(三)偏遠地區學校人員異動頻繁的問題，其因應策略為：由專家教師提供協助；
以小社群分組協助新進教師融入課程。
(四)教師參與心態不一的問題，其因應策略為：成立教師分組團隊，善用同儕力
量；多溝通與鼓勵閱讀相關教學案例；運用標竿學習。
四、個案學校校長著重課程領導以推展校本課程發展。
五、教師專業成長的情形包涵：增進生態和產業教學知識與課程設計能力；認識
不同的教育面貌；具備生態教學的熱忱；檢核教學的頻率增加；察覺本身專
業的不足；具備更開放的心胸面對挑戰，與教育潮流接軌；教學法更多元；
更有自我進修的能力。
本研究最後根據研究發現，分別對教育行政機關、校長課程領導、一般學校、偏遠學校、個案學校及未來的研究者提出建議。

關鍵字

教師專業發展 ； 校長課程領導 ； 學校本位課程 ； 特色學校 ； 偏遠地區小

並列摘要

Abstract
This study examines the school-based curriculum developed in a remote small primary school in Yunlin County. In order to survive the crisis of being closed or amalgamated, this case school develops its own school-based curriculum and hence becomes a featured school. The results of the study can provide a reference for other small schools in remote areas.
This study adopts case study research method, interviewing 10 people in total, including the principal, the staff and school teachers. The researcher makes suggestions after analyzing the interviews, emails, conference reports and teaching activity designs.
There are four objectives of this study: to investigate the progress and strategies of the school-based curriculum development of the case school, to analyze the factors and difficulties of the school-based curriculum development, to explore the principal’s leadership of the school-based curriculum and to understand the change of the teachers’ professional skills after they join the school-based curriculum development.
Based on the above objectives, the study reaches the following conclusions:
1. The school-based curriculum of the case school starts from an external promotion and it has been revised continuously.
2. The school-based curriculum development of the case school is affected by the natural environment, the industrial resources in the community, the human resources inside and outside the school, the grant resource, the teachers’ participation and the promotion of the government.
3. The difficulties that the case school encounters during the development are mostly personnel problems. The problems and solutions are as follows:
i. The problem of the deficiency of human resource. The strategies employed are:
considering the school administration carefully, deciding what to leave out and
what to leave in the development and asking for extra personnel support.
ii. The problem of the staff’s complaints about work overload. The strategies
employed are: the principal placates the teachers, reducing the unnecessary
workload from the staff; the school holds informal activities to draw the staff
closer to one another; the principal takes charge of the task himself so as to
reduce the teachers’ workload.
iii. The problem of the frequent staff turnover in remote schools. The strategies
employed are: assistance provided from expert teachers; setting up small groups
to help novice teachers to join the curriculum.
iv. The problem of the different teachers’ attitudes toward the development. The
strategies are: establishing teacher groups to collaborate with each other;
encouraging teachers to read the teaching cases related to school-based
curriculum development; applying benchmarking.
4. The principal of the case school emphasizes the curriculum leadership to promote the development of the school-based curriculum.
5. The teachers’ professional development includes: enhancing the knowledge of ecology and improving the ability of designing ecological curriculum; focusing on different aspects of education; having great enthusiasm in ecological teaching; increasing the opportunities for evaluating their teaching; acknowledging their professional deficiencies; facing challenge with more positive minds; multiplying their teaching methods; having self-learning abilities.
In conclusion, the study, based on its findings, proposes several suggestions for educational authorities, principals’ curriculum leadership, regular schools, remote schools, case schools and future research in this area.

並列關鍵字

Remote small primary ； Teachers’ professional development ； Principals’ curriculum ； School-based curriculum ； Featured school

參考文獻

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