本研究旨在探討國民小學教師學校本位課程發展的知覺與運作,並根據研究結果提出建議,作為教育行政機關、國民小學以及後續研究之參考。 為達到研究目的,本研究透過文件分析、文獻探討,以及個案訪談等方式,蒐集並分析資料。 本研究所得之結論如下: 一、個案教師在學校本位課程發展中,其知覺課程採取不同的關注程度。 二、個案教師在學校本位課程發展中,其運作課程採取不同的使用層次。 三、國民小學教師對於學校本位課程存在課程落差。 研究建議如下: 一、教師應持續參與學校本位課程進修活動,以提升教師專業知能。 二、學校宜對學校行政組織進行調整,以因應學校本位課程發展。 三、教育行政機關宜鼓勵區域學校分享各學校本位課程發展的經驗。 四、教育行政機關宜與學校共同合作建立學校本位課程評鑑指標。
The main purpose of this study was to investigate teachers’ perceptions and operations on School-based Curriculum Development(SBCD) among elementary school teachers. The document analysis, the literature review, and the questionnaire survey were utilized for data collection and analysis. The major findings are following: 1. Teachers adopt different focus level on perceived curriculum on SBCD. 2. Teachers adopt different use level on operational curriculum on SBCD. 3. Teachers have curriculum gap on School-based Curriculum. The research suggestions are following: 1. Teachers should continually join the lifelong learning activities about school-based curriculum for improving teachers’ professional knowledge. 2. School administration organizations need to be adjusted for SBCD. 3. Educational administration institutions should encourage the schools to share the experiences of SBCD with the school districts. 4. Educational administration institutions should collaborate with schools to construct the school-based curriculum evaluation indicators.
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