透過您的圖書館登入
IP:44.204.204.14
  • 學位論文

雲林縣轉型優質計畫學校本位課程發展歷程研究-以一所郊區小校為例

A Study of Progress of School-based Curriculum Development Regarding the Program of High Quality Transformation in Yunlin County–An Example of a Rural Small Primary School

指導教授 : 蔡清田
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究旨在瞭解卓越國小學校本位課程發展的歷程,分別探討個案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,採用個案研究法,訪談校長、行政人員及學校教師等共十三人,並觀察及蒐集學校文件進行綜合性分析,整理、分析與歸納後,依據研究結果,提供若干建議,以作為有效發展學校本位課程的學校參考,主要發現與結論如下: 一、因應九年一貫課程改革要求及少子化效應,卓越國小參與縣府小校轉型優質計畫,發展學校本位課程、建立學校特色,證明學校存在的主體價值。 二、卓越國小學校本位課程發展歷程依專家學者指導成立課程發展組織、情境分析、願景建構、善用SWOTA規劃設計課程實施、評鑑並回饋修正。 三、卓越國小校長課程領導提供行政支援及教師的專業投入度,是學校本位課程發展實施成效的關鍵因素。 四、卓越國小學校本位課程發展的限制與因應策略為:以行政支援及教師團隊支應人力不足的窘境;校長以堅定誠懇的態度服務領導,辦理非正式活動,並凡事親身參與,增進團隊向心力,解決工作負荷重所導致教師反彈;教務組長架起行政人員及教師間的銜接橋樑、運用雲端資源共享、統整電子化資料平台策略、以小社群分組協助新進教師融入課程等四種為學校行政人員異動的解決策略;成立教師小組團隊,善用同儕力量、運用標竿學習並加入教師專業發展評鑑、校內外課程規劃及實施成果發表全員參與、專家學者的指導等,增進教師對課程發展的參與程度為教師參與心態不一的解決策略;調整上課時間、訂定課程會議等解決課程發展面的問題;實施校外教學、實地踏查豐富學生的生命經驗、透過標準化測驗,量化學習效果,引導學生創思,進行教育「行銷」,提升學習興趣解決學生學習面的問題。

並列摘要


This study aims to understand the history of excellent elementary school-based curriculum development. The case study investigates the school’s backgrounds, internal and external situations, development process, influential factors, and restrictions of its school-based curriculum. The research method in this study are case study, interviews of school principal, teachers and administrative staff. Besides, in order to provide effective advices for schools which are on the process of school-based curriculum development, all the data collected by this study are analyzed comprehensively. The findings of this study are as follows: a. In response to the Grade 1-9 Curriculum Reform and the low fertility, excellent schools involve in the high quality reform program offered by the government to establish school characteristics, and prove its values. b. The school-based curriculum development process is in accordance with the guidance of experts. It includes establishment of program development organization, situation analysis, vision building, program plan by SWOT, and evaluation. c. The key factors for the development of excellent elementary school-based curriculum are: the principal leadership in curriculum, the administrative support and the involvements of teachers. d. The restrictions and coping strategies of the excellent school-based curriculum development are (1) Supports from administrative staff and teachers in response to the manpower shortage. (2) The principle involves in the school affairs personally with sincere attitudes, in order to enhance the group cohesion and decrease the backlash caused by heavy workloads of teachers. (3) Solutions to the school administrative staff transaction are Section Chief of Curriculum as the bridge between administrative staff and teachers, usage of cloud computing, electronic data platform, and help new teachers adapt to the curriculum by small groups. (4) Solutions to different involvements of teachers toward reform program are separating teachers into small groups with the influence of peer power and benchmarking, and involving them in the teacher evaluation for professional development. (5) Adjust school hours and set up curriculum meetings for curriculum development. (6) Implement field trips to enrich student’s life experiences and guide them to have creative thinking in order to enhance their learning willingness.

參考文獻


邱竹婷(2009)。雲林縣華南國民小學優質轉型之研究—夥伴綜效觀點。國立中興大學國家政策與公共事務研究所碩士論文,未出版,台中市。
張添洲(2005)。學校本位課程實務。臺北市:五南。
黃光雄、蔡清田(2002)。課程研究與課程發展理念的實踐,中正教育研究,1,1-20。
胡協豐(2004)。國小校長課程領導行為實踐之研究,未出版,國立嘉義大學,嘉義市。
陳聖謨(2012a)。築夢校園-談學校願景的建構。師友月刊。

被引用紀錄


許娟婷(2016)。雲林縣永續國小「轉型優質學校本位課程」發展歷程、影響因素及因應策略之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614055357
蔡美華(2016)。雲林縣學校轉型優質計畫對提升教師效能影響之研究-以兩所國小為例〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614065494

延伸閱讀