學校本位課程發展歷程之研究---以雲林縣經典國民小學為例

A study of the school-based curriculum development progress – An example of the classical elementary school in Yunlin County

曾芳蘭(Fang Lan Tseng)

指導教授 ： 胡孟鯨

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

學校本位課程發展歷程之研究---以雲林縣經典國民小學為例

指導教授：胡孟鯨博士
學生：曾芳蘭
摘 要
本研究旨在瞭解經典國小學校本位課程展的歷程，分別探討一所學校發展本位課程的背景與內外情境、發展歷程（包含願景建構及課程的規劃、設計、實施及評鑑）、影響因素、限制及限制之因應策略，以作為有效發展學校本位課程的學校參考，為達研究目的，本研究採用個案研究法進行，運用訪談、文件分析與觀察等方法蒐集資料，再就所蒐集資料進行整理、分析與歸納，最後依據研究結果，從個案學校、教育主管機關及未來研究等三方面提供若干建議，以供教育工作者與未來後續研究之參考。本研究主要發現與結論如下：
壹、學校本位課程發展的內外情境及背景
影響經典國小的內外情境及背景主要是
ㄧ、獨特地理優勢，孕育豐富自然生態資源。
二、小校裁併壓力迫使學校將現有之校本「活動」轉換為校本「課程」。
貳、學校本位課程發展的歷程（含願景建構及課程的規劃設計、實施及評鑑）
一、願景建構
經典國小在建構願景時乃經由做中摸索、邊做邊修正的努力之後，才確立學校主軸願景的發展方向。
二、學校本位課程的規劃設計
經典國小團隊規劃設計學校本位課程，可歸納為經歷三個期程：發芽期、發展期、實施後修正期，分有不同的課程主題軸：
三、學校本位課程的實施
有三個實施方式：
於特定時間實施教學、採用替換的方式教學、融入各領域教學或統整教學。
四、學校本位課程的評鑑
使用以下方式進行評鑑：
課程檢討方式的評鑑、優質轉型評鑑、省思單方式的評鑑、便利貼寫回饋的評鑑。
叁、學校本位課程發展的影響因素、限制及因應策略
一、學校本位課程的影響因素
（一）學校外部因素
包括政府、社區資源及專家學者三方面。
（二）學校內部因素
包括校長的領導、教師流動及時間三個因素。
二、學校本位課程的限制及因應策略
經典國小在本位課程發展歷程中所遇到的限制與因應策略，根據前章結果分析與討論，可得到以下的結論：
學校本位課程發展歷程中遇到的限制有：時間、少部分老師教學未能落實、老師專門知識及生態知識的不足、擔心各年級課程主題的連貫性、願景過多、擔心本位課程的永續發展、縣府無經費挹注、擔心能力指標過多無法全部實現、學生缺乏實作經驗及質疑學生學習效果，但是經典國小在回顧整個學校本位課程發展歷程並無太大之困境。
經典國小學校本位課程發展歷程中雖然遇到了以上的限制，但學校內部仍可共同想出因應的策略如下：上課時間調整成與學習素材出現的時間相同、訂定課程會議以及期初與期末共同討論找出解決策略、大家共同檢討鼓勵老師、善用進修與自我充實的機會、互相討論用螺旋式上課法讓課程能連貫、過多的願景修成四個課程願景便於達成課程目標、充分掌握課程發展困難點共構永續課程、申請相關計畫取得本位課程實施所需之經費、敦聘專家學者指導並分享相關之課程理論、討論修正教案之能力指標讓學生可習得能力指標所定的能力、實施校外教學開展學生的經驗世界、提供學生展演的舞台及改善評鑑方法，儘管遇到困難能一一克服，但經典國小團隊認為校本課程仍須再有創新且持續進行標竿學習並請學者專家指導，方能讓校本課程的實施提升教育品質。
綜合本研究的結論，研究者提出建議，供個案學校、教育主管機關及未來研究之參考。
關鍵詞：學校本位課程發展、個案研究、發展歷程分析
A study of the school-based curriculu

關鍵字

個案研究 ； 學校本位課程發展 ； 發展歷程分析

並列摘要

A study of the school-based curriculum development progress
– An example of the classical elementary school in Yunlin County
Instructor: Dr. Meng Ching Hu
Student: Fang Lan Tseng

ABSTRACT
The gist of this study is to realize the school-based curriculum development progress of the classical elementary school, to respectively explore the background and inside/outside scenarios, development progress (includes prospective construction and the plain, design, execution and evaluation of the curriculum), affected factors, limitations and the corresponding strategies for the limitations of a school which develops the school-based curriculum and the study will be the reference for schools to effectively develop the school-based curriculum. To achieve the study target, this study adopts a case-study method to proceed, applying methods of interviews, document analysis, observations and etc. to collect data, and then sorting the collected data to do the analysis and conclusions, and finally based upon the study result to provide suggestions for the case-study school, education administration authorities, and the future study for people who work on the education and a reference for the study followed. The main findings and the conclusions are as followings:
1.The background and the inside/outside scenarios of the development of the school-based curriculum
A.Unique geographical advantages, cultivate ample of natural ecological resources.
B.Under the pressure of reduction and merging, small schools transfer the current school “activities” into the school “curriculum”.
2.The development progress of the school-based curriculum (includes prospective construction and the plain, design, execution and evaluation of the curriculum)
A.The prospective construction is to revise the plan along with the execution of it to assure the development direction of the school prospective scheme.
B.There are three stages of the plan design for the school-based curriculum: the initial stage, development stage, and the revision stage after the execution.
C.The execution of the school-based curriculum adopts the way of substitution, merging various fields of teaching or unified teaching.
D.The school-based curriculum is evaluated by reviewing the curriculum, transferring to superiority, single-side self-criticism, feedbacks written on the stickers and etc.
3.The affected factors, limitations and corresponding strategies of the development of the school-based curriculum
A.The affected factors of the school-based curriculum
(1)The three factors outside of the school include the government, social area resources, professionals and scholars.
(2)The three factors inside of the school include the leadership of the principal, the transition of teachers and the time.
B.The limitations and the corresponding strategies of the school-based curriculum
According to the analysis and discussion of the results in the previous chapter, the following conclusions are obtained:

The limitations and the corresponding strategies that are encountered during the development progress of the school-based curriculum are: time, few teachers couldn’t carry out the teaching, teachers who lack of professional knowledge and ecosystem knowledge, the continuity of curriculum subjects for each grade being worried, too many prospects, the everlasting development of the school-based curriculum being worried, there’s no fund provided by the county government, too many ability indexes to be totally achieved, the students lack of real experiences and question about the learning effect. Nevertheless, there is no big difficulty for the classical elementary school by reviewing the development progress of the school-based curriculum.

Although the classical elementary school encounters the above limitations during the development progress of the school-based curriculum, the school internally still could jointly think of the corresponding strategies as followings: Adjust the school time to meet the time for the presence of the learning materials, set the curriculum agenda and find the resolution strategies by discussion jointly at the beginning and the final term, jointly review and encourage teachers, taking opportunities for self-study and self-fulfillment, discussing mutually to use the spiral way for the course taking in order to link the curriculum, reducing the number of prospects to 4 to make an easier course target achievement, fully master the course development difficulties and construct the everlasting course, applying relating projects to obtain the funds which the school-based course needs, hiring professionals or scholars to instruct and share the course related theories, discussing the ability indexes of the revised teaching plans to enable students to have the ability as the indexes indicated, carrying out the outfield teaching to expand the experiences of the students, providing the performance platform for the students and improve the evaluation methods, overcome one by one the difficulties encountered. However, in order to promote the education quality of the performance of the school-based curriculum, the classical elementary school group believes the school-based curriculum still needs to have innovations and to continue the target learning and having professionals and scholars to instruct courses.

To sum up the conclusions of this study, the researcher submits the suggestions for the references of the case-study school, the education administration authorities and the future study.

Keywords: School-based curriculum development, case-study, analysis of development progress

並列關鍵字

analysis of development progress ； case-stud ； School-based curriculum development

參考文獻

顏學復（2002）。學校本位課程發展的實踐與反省~以一所開放空間學校為例。

林佩璇(2004)。學校本位課程評鑑中教師實踐智慧之研究。

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錢富美(2002)。影響國小教師參與學校本位課程發展之相關因素研究 No.7

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