兩所國小學校本位課程運用社區資源情形之個案研究

A Case Study Of Two Primary Schools On School-based Curriculum In Utilizing Community Resources

蘇淑慧(Su Shu Hui)

指導教授 ： 林永豐

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究旨在探討二所個案國小校本課程運用社區資源的情形，並分析二所個案國小校本課程的發展背景及運用社區資源的實施方式、影響校本課程運用社區資源的相關因素、以及校本課程運用社區資源所面臨的困境。最後根據研究結果提出結論與建議，供未來學校本位課程發展運用社區資源實務工作之參考。為達研究目的，本研究採個案研究法進行，運用訪談與文件分析等策略蒐集資料，再就所蒐集之資料進行整理、分析與歸納。本研究所得的結論如下：
一、個案國小校本課程的發展背景及規劃情形
太陽國小充分結合地理特性與社教等社區相關資源以發展校本課程，並由行政人員主導，呈現由上而下的課程發展模式；海洋國小結合校內設備與海洋教育專家等相關資源以發展校本課程，並由行政人員和老師組成的教學團隊主導，呈現由下而上的課程發展模式。
二、個案國小校本課程運用社區資源的實施方式
二所個案國小在校本課程運用社區資源時皆運用到人力、物力、財力資源，其中以人力資源為最常運用到。太陽國小著重課程設計要兼顧年級間縱向的聯貫與領域間橫向的統整，並持續要對課程進行反思與修正；海洋國小著重課程設計要將資訊融入活動以創新教學，並積極辦理研習促進教師專業能力提升。
三、影響校本課程運用社區資源的相關因素
影響二所個案國小運用社區資源最大的因素是人。太陽國小以校長和老師最為關鍵；海洋國小以學校行政人員和老師組成的教學團隊最為關鍵。
四、校本課程運用社區資源所面臨的困境
1.學校方面的困難包括「無充裕資金」、「校園欠缺情境規劃」；2.教師方面的困難包括「專業知能不足」、「資源聯繫繁瑣，造成老師的負擔」、「老師的心態保守不願改變」；3.學生方面的困難包括「學生難吸收課程中抽象的概念」、「學生偏愛動態的活動，影響資源運用的種類及方式」、「學生生活形態與資源較無關聯，難引起共鳴」；4.家長方面的困難包括「可提供的資助受限於家長的社經背景」、「家長紛歧的意見影響學校決策」；5. 課程方面的困難包括「社區資源種類有限，課程發展到極限」、「課程實施壓縮到一般課程進度」。
綜合本研究結論，分別向個案學校、個案學校教師、教育行政機關及未來研究者提出數項建議以供參考。

關鍵字

學校本位課程 ； 社區資源

並列摘要

The purpose of this research is to investigate the school-based curriculum development in utilizing community resources in two researching primary schools and analyzes the developing background, the way of utilizing community resources, the factors influences school-based curriculum development with community resources as well as the difficulties while school-based curriculum development utilize community resources. Finally, On the basis of the results, some suggestions and advices are proposed to the future application and research of the school-based curriculum.
The methodology of this research is based on case study, then, interview and finally document analysis to come to the conclusion.The main discoveries of the research are as follows:
1. The school-based curriculum development background and the scheme in the case elementary school.
The solar school developed the school-based curriculum which combined the community resources such as the geographic property and the social education, etc. And directed the top-down curriculum mode by the executives; the oceanic school developed the school-based curriculum which combined the school equipment and ocean education experts. Both of the executives and the teaching group directed the bottom-up curriculum mode.
2. The implement of the school-based curriculum in utilizing community resources at the case school.
The school-based curriculum in utilizing community resources include human resource,material resource, and financial resource in both of the case schools. Human resource is used frequently. The solar school emphasized on the grades’ the vertical connections and horizontal integration in curriculum design. And it also by means of unceasing introspection and correct the curriculum; the oceanic school emphasized on the information integrate the activities to innovate teaching. Besides, it holds workshops and study aggressively to promote teachers’ professional abilities.
3. The factors that influence the school-based curriculum apply community resources.
“People” is the most influential factor for both schools. At solar school are president and teachers; in the oceanic school, the executors and the teaching group which formed by the teachers are the most influential.
4. The difficulties of the school-based curriculum in utilizing the community resources.
a. In school, the insufficient fund and the lacks of campus environment program are included.
b. For teachers, it includes insufficient professional skills, the complex materials connections, and teachers’ conservative views that make them unwilling to change.
c. For students, they feel it’s hard to study the abstract concept of the courses. Besides, they are fond of active activities, and this also influences the ways of utilizing community resources. Third, the students’ lifestyles are quite unconnected with the resources.
d. For parents, it includes the available support are limited because of parents’ the sociality background, and parents’ different opinions also influences the school decisions.
e. For curriculum, the curriculum development is restricted by community resource species, and the curriculum implement affects normal courses processes.

According to the conclusion, some advices are proposed to the case school, the teachers, the educational administrative organization and the researchers in the future.

並列關鍵字

school-based curriculum ； community resources

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