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  • 學位論文

我國學校型態原住民族實驗教育評鑑指標建構之研究

A Study on the Construction of Evaluation Indications for School-based Experimental Education for Indigenous Education

指導教授 : 王如哲 楊思偉
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摘要


本研究旨在建構我國學校型態原住民族實驗教育評鑑指標,首先藉由文獻探討學校型態原住民族實驗教育之意涵與政策沿革、現況分析及評鑑理論歸納出我國學校型態原住民族實驗教育評鑑指標,並由6位原住民族教育相關專家學者進行專家效度問卷審查後修正指標,然後以模糊德懷術問卷調查方式,選擇與本研究相關之利害關係人,包含教育行政機關、原住民族教育專家學者以及實驗學校代表共15人組成模糊德懷術小組進行2次問卷調查,以分析指標合適性程度、指標重要性評估及指標權重排序,研究結果與結論如下: 1. 我國學校型態原住民族實驗教育指標體系為「層面、向度、指標」3層級,並分為4個層面、13個向度及26個指標,皆具適切性。 2. 我國學校型態原住民族實驗教育指標體系分為四層面:原住民族文化實踐、課程與教學、學校組織運作、學生學習及族群文化傳承成效,而「原住民族文化實踐」為我國學校型態原住民族實驗教育最重要的層面。 3. 訂定原住民族實驗教育知識與內涵、建構原住民族實驗教育課程綱要、具備適當的跨族群及跨專業師資組成以及學生具備熱忱並參與部落文化實踐活動的能力為我國學校型態原住民族實驗教育最重要的四個向度。 4. 原住民文化實踐層面中,指標權重以「透過需求評估瞭解原住民族教育知識課程及重要文化特色」及「實驗教育計畫能與原住民族部落發展需求一致」兩指標為高。 5. 課程與教學層面中,指標權重以「熟悉原住民族、實驗教育改革趨勢與特色」、「成立原住民族教育文化之教師專業學習社群」、「教師願意參與原住民族文化專業進修」及「規劃課程研發原住民族文化社群主題,並改進教學活動」為高。 6. 學校組織運作層面中,指標權重以「行政單位的增設、整併能符合原住民族實驗教育需求」、「因應實驗教育進行學校人力分析及遴選制度之改變」為高 7. 學生學習及族群文化傳承成效層面中,指標權重以「學習評量方式兼顧一般學科能力及族群文化力」、「學生能主動參與部落文化祭典與從事傳統活動」及「結合部落文化節慶活動,辦理特色學校遊學參訪等活動」為高。 最後,研究者根據研究結果說明我國學校型態原住民族實驗教育政策,並對相關教育行政機關、學校單位及未來研究提出有關之建議。

並列摘要


This study aimed to construction of evaluation indications for school-based experimental education for indigenous Education. A literature review was first performed to investigate the implication, policy development, current status, and evaluation theories of the School-based experimental education for indigenous education, based on which a preliminary draft was devised for the evaluation indications. Six experts in indigenous education were invited to review and revise the indications through a questionnaire for expert validity. Subsequently, a fuzzy Delphi questionnaire was distributed to respondents constituted of 15 stakeholders from educational administration agencies, experts and scholars of indigenous education, and representatives of schools that have participated in the experimental education. The Delphi panel formed by these respondents underwent two rounds of questionnaire surveying. By analyzing the suitability, importance, and weight ranking of the proposed indications. The results of the research include: 1. This study established a construct–dimension–index hierarchical framework and identified 4 constructs, 13 dimensions, and 26 indications. 2. The construct of this study established includes: Indigenous cultural practice, curriculum and teaching, school organization and operation and effectiveness of student learning and tribal cultural inheritance;indigenous cultural practice is the most critical construct in the school-based experimental education for indigenous Education. 3. The four most essential dimensions are (1) knowledge and content of the experimental indigenous education, (2) curriculum guidelines for he experimental indigenous education, (3) professional educators from diverse ethnic groups who possess interdisciplinary skills, and (4) students’ devotion to engaging in tribal cultural practice. 4. In the construct of indigenous cultural practice, two indications with the highest weights are (1) use of need assessment to further evaluate indigenous education curricula and identify essential cultural characteristics of indigenous and (2) consistency between the goals of experimental education plans and tribal development. 5. In the construct of curriculum and teaching, the indications with the highest weights are (1) familiarization with indigenous, experimental education reform trends, and characteristics of experimental education, (2) establishment of social networks for professional educators to study indigenous culture, (3) educators’ willingness to receive professional training on indigenous culture, and (4) course planning for indigenous culture and community topics and improvement to teaching activities. 6. In the construct of school organization and operation, the indications with the greatest weights are (1) introduction and merging of administrative departments according to the needs of the experimental indigenous education and (2) analysis of school human resources and modification to faculty recruitment systems in response to the needs of experimental education. 7. In the construct of effectiveness of student learning and tribal cultural inheritance, the indications with the highest weights are (1) methodology for learning effectiveness assessment that encompasses both general education and indigenous education, (2) active participation of students in cultural festivals and traditional tribal activities, and (3) organizing specialized school tours in accordance with tribal cultural events and festivals. On the basis of the study results, reviewed the policies for the experimental school-based indigenous education and presented suggestions to relevant administrative agencies, schools, and subsequent researchers.

參考文獻


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