綜合高中評鑑指標建構之研究

The Research of Constructing the Evaluation Index for the Comprehensive High Schools

張銘華(Ming-Hua Chang)

指導教授 ： 饒達欽

國立臺灣師範大學/科技學院/工業教育學系/博士(2011年)

摘要

本研究旨在建構綜合高中評鑑指標，以服務為導向之評鑑模式、複合性方法，分二階段及三步驟實施。第一階段：建構綜合高中評鑑指標，分三步驟實施：第一步驟，草擬指標係採用文獻探討以建構綜合高中評鑑指標初稿；第二步驟，修訂指標係實施專家訪談、焦點團體座談及調查研究等方法，以作為指標初稿之修訂；第三步驟，確定指標則採用德懷術調查，以建構綜合高中評鑑指標。第二階段：以層級分析法建構綜合高中評鑑指標權重值。依據研究發現歸納為結論，並據此提出建議。
壹、結論
1. 綜合高中評鑑方法
(1) 提出綜合高中服務導向之評鑑模式。
(2) 提出複合性綜合高中評鑑系統方法。
2. 綜合高中評鑑指標內涵
(1) 提出以服務為導向之構面指標、一級指標、二級指標及三級指標的四個層級結構指標。
(2) 提出以服務為導向之第一層級4項指標，第二層級11項指標，第三層級33項指標，第四層級117項之橫切面結構指標。
(3) 提出校長應具備優質的辦學理念、專業素養及領導作為以推動校務革新。
(4) 提出學校應有績效展現、特色發展之理念以求永續發展。
3. 綜合高中評鑑指標權重分配
(1) 提出以學生適性為中心，重視學程及訓輔之多元課程理念。
(2) 提出以課程教學為優先，使教師能有效的「教」，學生能精進的「習」。
(3) 提出以課程教學、行政管理、學程發展為先之發展機制。
(4) 整合以課程發展、行政運作、學生表現之教學活動機制。
(5) 整體權重分配，適切回應與期望達到教育部施政願景。

貳、建議
1. 對教育行政機關之建議
(1) 建構以臺灣為本的綜合高中評鑑指標供教育行政機關參酌。
(2) 建請教育行政機關進行綜合高中學校評鑑時，其評鑑量表應納入權重分配的考量。
(3) 建請綜合高中評鑑指標應兼顧學制與課程發展。
(4) 建請應用本研究建構之指標修正教育部評鑑指標。
2.對綜合高中學校之建議
(1) 建請學校參考本研究建構之指標，以作為校務經營參考重點。
(2) 建請學校以本研究建構之指標建立自我評鑑機制，定期檢視綜合高中辦理情形。
(3) 建請學校自行研訂具有特色的指標，以促進綜合高中發展目標。
(4) 建請學校界定評鑑指標操作性定義，以便能量化實施自我評鑑。

關鍵字

綜合高中 ； 評鑑指標 ； 指標權重

並列摘要

This study is aimed at constructing the evaluation indicators for comprehensive high schools in a 2-stage, 3-step evaluation process using a service-oriented evaluation model and composite method as well. In the first stage, evaluation indicators for comprehensive high schools were constructed and implemented in a 3-step process, with Step 1 being the construction of a set of draft indicators (for evaluation of comprehensive high schools) through literature review; Step 2 being the revisions to indicators by means of interviews with experts, focus groups, and survey research; Step 3 being the confirmation of indicators using the Delphi Technique, so as to construct evaluation indicators for comprehensive high schools. In the second stage, the Analysis Hierarchy Process (AHP) was adopted to determine the weight for indicators. Based on research findings summarized in the conclusion, the author of this study proposed recommendations.
I. Finally
1. The method of evaluating comprehensive high schools
(1) A service-oriented model was proposed to evaluate comprehensive high schools.
(2) A composite system of methods was proposed to evaluate comprehensive high schools.
2. The definition of evaluation indicators for comprehensive high schools
(1) A 4-level hierarchical structure of indicators was proposed, which consists of service-oriented dimensional indicators, Level-1 indicators, Level-2 indicators and Level-3 indicators;
(2) Service-oriented, cross-section structural indicators were proposed, including 4 Level-1 indicators, 11 Level-2 indicators, 33 Level-3 indicators, and 117 Level-4 indicators.
(3) A statement was presented to urge high-school headmasters to acquire an excellent educational philosophy, professionalism, and leadership in order to facilitate the reform of school operations.
(4) To achieve sustainable development, the performance and distinctive features required of a comprehensive high school were proposed.
3. The weight distribution among evaluation indicators for comprehensive high schools
(1) The concept of diversified programs was proposed, with a focus on student aptitude, curriculum and discipline/counseling.
(2) An argument was proposed to suggest that program-based instructions shall be prioritized, so the teachers are able to teach effectively and students learn while showing improvements.
(3) A developmental mechanism was proposed to prioritize the program-based instructions, administrative management, and curricular development.
(4) Academic program development, administrative operations and student performance were integrated into a mechanism of instructional activities.
(5) The overall weight distribution appropriately responds to, and will hopefully match, the policy and vision announced by the Ministry of Education (MOE).
II. Recommendations
1. Suggestions for Educational Authorities
(1) It is advised that evaluation indicators specific to Taiwan be established for comprehensive high schools; those indicators may serve as helpful information for educational authorities.
(2) When designing the evaluation questionnaire for comprehensive high schools, the educational agencies are advised to consider the weight distribution.
(3) It is advised that evaluation indicators for comprehensive high schools put equal emphasis on Taiwan’s school system and academic program development.
(4) It is advised that the MOE-published evaluation indicators be revised according to those constructed in this study.
2. Suggestions for Comprehensive High Schools
(1) The schools are advised to consult the indicators constructed in this study and operate major school affairs accordingly.
(2) The schools are advised to consult the indicators constructed in this study and establish self-assessment mechanisms to examine their operations on a regular basis.
(3) The schools are advised to develop their own distinctive indicators in order to meet the comprehensive high schools’ development goals.
(4) In order to conduct quantitative self-assessments, the schools are advised to give operational definitions to their evaluation indicators.

並列關鍵字

Comprehensive high schools ； Evaluation indicators ； Weights of indicators

參考文獻

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翁上錦、楊瑞明、楊萬和(2007) 。綜合高中的發展與未來。臺北市：教育部技術及職業教育司。

教育部技術及職業教育司(1999)。綜合高中導讀手冊。臺北市：教育部。

黃政傑(1995a)。試辦綜合高中之理念。技術及職業教育雙月刊，30，3-4。

黃政傑(1995b)。綜合高中試辦的重要課題。技術及職業教育雙月刊，30，6-7。