知識管理在地方教育行政機關應用之研究─以新北市教育研究發展科的「新北市國中小課程與教學扎根計畫」為例

A Case Study of New Taipei City Bureau of Education Research and Development’s“New Taipei City elementary and jounior hing curriculum and teaching plans rooted” of Knowledge Mangement Applied in Local Educational authorities

郭仕文(Shih-Wen Kuo)

指導教授 ： 薛雅慈

淡江大學/教育學院/教育政策與領導研究所碩士班/碩士(2013年)

https://doi.org/10.6846/TKU.2013.00417

摘要

本研究旨在探討地方教育行政機關應用知識管理之研究，研究對象為新北市教育研究發展科的「新北市國中小課程與教學扎根計畫」。為求研究之主題有深入的了解，本研究採用質性研究法，以文件分析、訪談法為研究技巧，對相關文件、訪談記錄之資料進行分析，據以得出以下結論：
一、在知識管理的促動要素上，其領導策略是以願景式領導、個人式策略，並組織讀書會打破本位現象，提高成員之間的互動。績效管理方面則是透過問題分析與歸納，並設立課程諮詢小組，提升整體課程計畫的專業。資訊科技目的累積寶貴知識，建置原則先要了解需求與分類習慣，重要是能儲存訊息與分享交流，系統平台的管理缺乏專業技術人員，組織系統過多的現象。組織文化是強調建立安心發言的環境，培養成員能清楚自己的角色，思考與整合教育政策能力。
二、在知識管理的過程上，其創造知識是掌握內隱知識，發揮個人經驗。確認知識是建構屬於新北市的課程計畫。蒐集知識上則提升與掌握課程理論性知識。組織知識則是細部規劃扎根計畫的架構。適應知識是透過詳實會議記錄，把內隱知識文書化。利用知識則能促使組織內部整合、發揮研發的精神。
三、在知識管理的困境有三，知識分享耗時，缺乏效率、凝聚專業共識的困難、部門間的步調不一致
根據以上結論，本研究提供其他縣市相關教育研究機構，或課程與教學推動組織相關具體建議作為知識管理應用上參考。

關鍵字

知識管理 ； 地方教育行政機關

並列摘要

The objective of this study is to investigate the knowledge management applied in local educational authorities.The case study of New Taipei City Bureau of Education Research and Development’s“New Taipei City elementary and jounior hing curriculum and teaching plans rooted”.
The qualitative research method was adopted to thoroughly understand the theme of this study. Literature review and qualitative interviewing were applied in this sudy. The related data, the interview records were analyzed and integrated. The findinga of this study are shown as follows.
1. In the actuation elements of knowledge management, and its visionary leadership strategy is leadership, personalization KM strategy and organize study groups to break standard, and enhanced interaction between members. Performance management is done through problem analysis and induction, and the establishment of Curriculum Advisory group to enhance the overall curriculum planning profession. Objective accumulated valuable knowledge of information technology, building classification principles should first understand the needs and habits, it is important to be able to share and stored messages, but this exchange platform lack of professional and technical personnel management, organizational systems excessive phenomenon. Emphasis on building organizational culture is at ease speaking environment, training members to understand their role, thinking and ability to integrate education policy.
2. In the process of knowledge management, and its creation of knowledge is to master the implicit knowledge, personal experience to play. Confirm Knowledge is constructed “New Taipei lesson plan”. Gathering knowledge and mastery of curriculum theory is to enhance knowledge. Organizational knowledge is the detailed planning "New Taipei lesson plan" framework. Adaptation knowledge through informative meetings, the instrument of tacit knowledge. Use of knowledge within the organization is able to induce integration, research and development of the spirit of play.
3.The plight of the three knowledge management, knowledge sharing time consuming, difficult to unite professional consensus , interdepartmental inconsistent pace.
According to the above conclusion, this study provides other counties related educational research institutions, or organizations related to curriculum and instruction to promote specific proposals as a knowledge management application reference.

並列關鍵字

knowledge Management ； Local educational authorities

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