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  • 學位論文

台灣國民小學組織之變革(1994-2010)─以教師角色為主

Transformation of National Elementary School Organization in Taiwan(1994-2010) ─Focusing on Teachers' Role

指導教授 : 洪鎌德
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摘要


近二十年來,受到世界潮流的衝擊及國內教改團體的要求,學校組織的變革已然成為提升學校教育品質的不二法門。隨著師資培育法、教師法、教育基本法、國民教育法等條文相繼的公佈與修訂,學校組織運作方式產生相當重大的改變。據此,學校組織體制及文化的調整與再造乃是刻不容緩的事,因為它會影響著組織目標的達成與教育效能的提高。 然而,這樣大刀闊斧的變革,卻遭遇到許多困境。原因在於推動學校組織變革時,教師如沒有充分的心理準備或是基本的專業能力,非常容易造成教師的反彈。筆者身為新時代的國小教師,面對教育改革的浪潮正可以提供自己一個反思的機會。教育的舵手是教師,未來教師在此波學校組織變革中應扮演著何種角色,則是必須深思及反省的課題。 本文試圖以「教師角色」為核心,並以「九年一貫的教改思潮」及「學校組織的特性」為基礎。在體制層面,藉由教師參與各項會議及委員會來發現問題的癥結,並藉由「民主理性」的溝通方式來尋求與校長、行政及家長多方面的合作,進而解決問題;其次,在文化層面,強調培養教師的專業能力,並輔以「學習型組織」及「全面品質管理」的機制,以期學校組織環境能夠更加的完善。結論如下: 一、「賦權增能」是表示「教師」為組織變革的核心關鍵人物,學校組織變革的成功實有賴於全體教師們共同的努力。 二、學校組織變革的成功應在於教師會、校長、行政及家長會彼此間能夠相互溝通調和,而以教師為主的校務會議則應定位為最高決策機構。 三、培養教師「專業自主」的能力,建立完善的輔導網絡,以充分保障學生的受教權,是學校組織變革中最重要的使命。 四、透過「學習型組織」及「全面品質管理」的理念,使教師成為具有活力及效能的團隊,以確保學校組織具有「高度卓越」的表現。

並列摘要


In the recent twenty years, the reform of school organization has become the only way to improve school teaching quality because of the world impact and the requirement of domestic educational transformation groups. With the publication and amendment of regulations in Teacher Training Education Act, Teacher’s Act, Education Fundamental Law and Compulsory Education Act, the practice of school organization had changed a lot. Therefore, the adjustment and recreate of school organization system and culture have became quite urgent, which would affect the achievement of goals of school system and the improvement of educational efficiency. However, the reform had encountered many difficulties. If a teacher without sufficient mental preparation or professional abilities, he or she would probably object the reform of school organization. The researcher, a primary school teacher in this new age, thought it could be an opportunity to reflect in this reform. Being what kind of role in this reform of school organization is a new lesson for future teachers. This research focused on ‘teacher’s role’ in Grade 1-9 Curriculum Educational Transformation and characteristic of school organization. In school system, the teachers would attend meetings and committees to discover the problems. Through democratic way of communication, teachers look for cooperation with the principal, administration and parents in order to solve problems. In school culture, it is important to improve teachers’ professional abilities under ‘School Learning Organization‘ and ‘Total Quality Management’. There are four conclusions: 1. ‘Empowerment’ means ‘a teacher’ is the core person in the reform of school organization. The success of reform requires the effort of whole faculties. 2. The success of reform lies in the mutual communication with Teacher Association, the school principals, administrations and Parent Association. The school council which is based on teachers should be the highest decision party. 3. The important issue of reform is to develop teachers’ professional autonomy and establish thorough counseling system in order to insure students’ learning rights. 4. Through the ideal of ‘School Learning Organization‘ and ‘Total Quality Management’, teachers become active and effective groups to make sure that the school organization provide highly performance.

參考文獻


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