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  • 學位論文

國民小學小校整併歷程之個案研究

The Case Study on the Process of A Small-scaled Elementary School Consolidation.

指導教授 : 林明地
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摘要


本研究旨在探討嘉義縣一所於99學年度執行併校(分班併入本校)作業成功的國小(太陽國小,假名),了解個案學校所面臨併校的原因,以及在執行併校作業時所遇到的困難及因應方式;並探究整併後,個案學校後續的發展及相關人員對其之評價與感受,希冀能提供給實施裁併政策的學校做參考。   本研究採取質性研究中的個案研究法,並採取廣泛的個案研究角度,透過與個案學校校長、行政人員、教師、學生、家長、社區人士,與整併業務承辦人等26位研究參與者進行半結構式的深度訪談,並佐以文件資料蒐集。根據文獻探討以及研究分析後,本研究所獲得的結論如下所述: 一、整併前期太陽國小陽光分班面臨併校危機之因素主要為學生人數逐年驟減、班級人數少而同儕刺激不足、缺乏行政約束力而師資條件不佳、資源分配不均,以及學習場域安全之隱憂;政策執行過程學校與地方政府有效配合,以「學校資源整合」與「學生群性學習」為發展理念;從中遭遇「併校補助經費不足」與「地方人士、家長及教師反對」等困難;採取「優先補助個案學校經費、不斷對話溝通、站學生立場思量、補助至原校區辦理活動之經費、安排交通車免費接送學生上下學及超額教師有優先選填新學校權利」等因應方式。整體而言,多數內部成員對併校持中立之立場,而多數外部成員對此表示支持。 二、整併後太陽國小發展主要有學校行政營造優質學習環境、行政效率提升與行政工作負荷增高;教師教學重視常規輔導與親師溝通、課堂分組次數多、利於指導藝文團隊或運動、落實適性化教學困難、個別指導機會少;提升學生自我展現機會、同儕競爭力、學科成績、課堂學習成效、專注力及比賽獲獎機會;學生互動初期摩擦多,磨合後融洽相處,且分班學生帶動本校學生活動力;教師同僚互動方式差異不大,齊心一力,因繁忙而少互動;初期師生互動少,日漸相處而建立良情誼;多利用聯絡簿、電話與家長進行親師互動,校方辦理鼓勵性質活動引吸家長參與;多數社區居民踴躍參與校內活動,少數礙於交通問題無法參與;陽光村居民互動減少,藉由藝文活動拉近距離;有小孩就讀之社區居民活動參與度較沒有小孩就讀之社區居民參與度高。 三、太陽國小內外部成員多數對整併歷程持肯定之評價,雖然少數內部成員認為太陽國小併校成效利弊參半。   最後根據上述研究結論,進一步提出相關建議,以作為遭遇整併危機學校、教育行政主管機關、及未來後續研究之參考。

並列摘要


The purpose of this essay was to explore the reasons for school consolidation and what kind of difficulties the elementary school implementing school consolidation program (one of school districts merged into a single school ) had faced and how they reacted, and how they felt about the effect of the school consolidation by interviewing and studying Tei Yang Elementary School (fake name ) which implemented school consolidation program successfully in Chiayi County in 2010. Researcher hopes this study can be good reference for other schools implementing school consolidation policy now. The study adopted the qualitative research methods and comprehensive case study. The researcher used the deep interview with altogether 26 research participants, including principal, administrators, teachers, parents, and community residents of Tei Yang Elementary School, and mixed with literature analysis. Based on the literature review and qualitative data, the following conclusions were attained: 1. The main reasons for Tei Yang Elementary School -Yang Guang disctrict faced the school consolidaiton crisis in the early periods include the serious decline of student numbers every year, lack of peer competition in class, the worse teaching quality with a lack of administrators’ supervision, imbalanced resource allocation, and the security in school. In the process of school consolidation, school and local govornment made a good collaboration with each other, and the main concept of their policy was “resource integration ” and “peer interaction and learning.” They also faced some difficulties at that time, such as” insufficient allowance pay,” and “some of teachers, parents and community residents were opposed to close school.” They solved those problems by letting Tei Yang Elementary school have priority to get allowance pay, communicating with each other frequently, thinking about the benefit of students, paying some allowance for special activities in old district, supplying school bus for free, and letting the surplus teacher have priority to choose new schools. Most internal people of Tei Yang Elementary School were remained neutral in school consolidation, and most external people were in the affirmative side by school consolidation in early period. 2. The impact of Tei Yang Elementary school’ consolidation embraced: in the administrators’ side, building up environmental quality of learning, promoting the work efficiency, and increasing the quantity of work; in the teachers’ instruction side, they paying attention to classroom regulations and parent-teach communication, increasing the frequency of student teams division, instructing cultural activities and Sports more easier, hard to carrying out adaptive learning, and less time to implement dividual instruction; in the students’ learning side, promoting students’ self-presentation, peer competition, student academic performance, learning outcomes, attention in learning, and the chance of winning a prize. To students interaction, in the early periods they had more arguemet, but got along with each other in the end; and the students which were in Yang Guang district brought much more vitality to Tei Yang Elementary school. To teacher’s collegiality, teachers kept the same way, doing jobs shoulder to shoulder, and were too busy to interact with each other. To the teacher-student interaction, they seldom had chance to interact with each other in early period, and bulit up a good relationship day by day. To parent-teacher interaction, teachers usually used homebook and made phone calls to communicate with parents, and school undertook some inspiring activities for parents to take part in. To the community, most of community residents participated in schools’ activities eagerly, but for the traffic problems causing few of them didn’t, and school made up some cultural activities for improving the connection between school and community, and the community residents which had childern in school participating in school's activies much better than no childern in school. 3. Most internal and external people of Tei Yang Elementary School were in the affirmative side by school consolidation, but few of internal people thought it had both advantages and disadvantages. Finally, according to those conclusions above, the study suggested some implications of administrative authorities, the administration of inclusive educational schools , and further studies as well.

參考文獻


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