園長課程轉型領導與課程轉型之行動研究 ─以台中市一所私立幼稚園為例 許淑菁 摘要 本研究採質性研究之行動研究法,目的在於探討一位私立幼稚園園長如何運用轉型領導,帶領教師進行課程轉型之歷程與結果,主要探討幼稚園課程轉型與園長在課程轉型領導的歷程,以及園長在課程轉型領導所面臨的挑戰。 本研究首先省思研究者實施課程轉型領導的起點,其次探討行動策略的實施歷程,與被研究者的發展與回饋,並進一步探究在課程轉型領導中所面臨的挑戰,回顧其發展歷程與研究者之行動,同時陳述當時的省思與覺察,據以提出在事件與省思中所學習與領悟到的知識與解決方法,最後對其歷程及成效加以檢討,本研究的結論為: 1.幼稚園課程轉型分為萌發、發展、成熟三個時期,萌發期中教師表現較為被動,於發展期,研究者觀察教師教學並給予指導,成效頗佳,於成熟期,教師不依賴紙本,用開放式問句、嘗試分組團體創作,讓主題教學加深其深度。 2.轉型領導各層面缺一不可,並應視不同情境、不同成員組合加以調整,且應再輔佐其他策略進行課程轉型。 3.園長在課程轉型的挑戰分為外在因素與內在因素,外在因素需有資方的支持與行政支援;內在因素則需評估教師意願與其專業能力。 關鍵字:轉型領導、課程轉型、行動研究
The Action Research of Principal’s Transformational Leadership and Curriculum Transformation—The Case of a Private Kindergarten in Taichung City Shu-Ching Hsu Abstract This study adopted action research, a form of qualitative research approach, to investigate the processes and outcomes of curriculum transformation led by the principal of a private kindergarten through transformational leadership. The focuses were placed on the curriculum transformation in this kindergarten, the principal’s leadership in the curriculum transformation, and challenges met by the principal in leading the curriculum transformation. The researcher first examined the start point of curriculum transformation, the action research processes, and development and feedbacks of research subjects. Further, the researcher investigated the challenges in leading curriculum transformation. By reviewing the development process and actions taken and describing personal reflections and perceptions, the researcher proposed the knowledge and solutions learnt from events and reflections. Finally, the researcher examined the process and effectiveness of the leadership. The main findings were as follows: 1.Kindergarten curriculum transformation could be divided into three stages, namely the initial stage, the developmental stage, and the maturity stage. The teachers were more passive in the initial stage. In the developmental stage, the researcher observed the teachers’ instruction and offered necessary guidance and also obtained good results. In the maturity stage, the teachers no longer relied on textbook but used open-ended questions and student grouping to increase the depth of thematic teaching. 2.All the elements of transformational leadership were indispensable. They should be adequately adjusted depending on the context and composition of members in curriculum transformation under support of other policies. 3.The challenges met by the principal in curriculum transformation could be divided into external and internal. The external challenges should be overcome with support from the employer and the administration, while the internal ones could be solved through evaluation of teacher willingness and professional competencies. Keywords: transformational leadership, curriculum transformation, action research
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