論「學校社區化」教育資源之運用：以臺北市為例

在少子化與高齡化的社會下，學校與社區的未來發展，呈現高度相互依賴的傾向。「學校社區化」被視為是可能的有效解決途徑：一方面，學校透過「社區化」的實施，可以產生優質特色課程與教學，發揮價值觀多元開放、適性發展的教育功能；另一方面，社區可以經由「學校化」的過程，體現家長參與以及終身學習的教育作用，深化社區與學校之間的協力關係與教育資源。本文擬以「知識管理」理論為底蘊，以臺北市「學校社區化」為例，透過「SWOT」模式來檢視現況與可行策略，期能作為運用學校與社區教育資源之參考。

關鍵字

三T途徑；知識管理；草根化參與；學校社區化； SWOT模式

並列摘要

Under the lower birthrate and aging society, the development of community and school is inclined to interdependence interaction and close relationships. Faced with resource scarcity and difficulties, school communitization is expected to be a promising vehicle through which the predicaments are solved. On the one hand, school makes progress toward professional curricula, teaching practices, and value pluralism by means of communitization. On the other hand, community is anticipated to realize parental involvement and lifelong learning, consolidate the partnership and education resources between school and community, and educate residents through schooling. The main purpose of this paper is to examine the existing conditions of school communitization in Taipei City by SWOT model and further develop feasible alternatives to maximize the education resources from which both community and school can benefit.

並列關鍵字

Triple T approach ； Knowledge Management ； Grass-root Involvement ； School Communitization ； SWOT Model

參考文獻

Yinhay, A. (2019). Thucydides’s Trap vs. Kindleberger’s Trap. Journal of Chinese Studies, 64, 197-216. https://www.doi.org/10.26585/chlab.2019..64.008

王如哲（2000a）。知識管理的理論與應用—以教育領域及其革新為例。五南。