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

A Study on the Development Process, Influence Factors and Coping Strategies of the School-Based Curriculum Improvement Project for the Yung Shiu Elementary School in Yunlin

許娟婷(CHUAN-TING HSU)

指導教授 ： 陳姚真

國立中正大學/教育學院/教育學研究所/碩士(2016年)

摘要

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
摘 要
本研究旨在探討永續國小受少子化影響，而因應縣府推動小校轉型優質計畫，以發展學校本位課程之歷程與影響因素及因應策略。本研究採用個案研究法，訪談校長及教師共八人，分析歸納後，依據研究結果，提供建議，以作為有效發展學校本位課程的學校之參考。研究結論如下：
一、發展學校本位課程之過程，校長掌握社區特點，建立公開透明溝通平台。教師精進課程領域相關研習，展現課程設計知能並結合專家學者指導，整合年級課程連貫，課程實施中學校校長交接，行政重新組合。
二、課程發展歷程之九項影響因素為:參與人員的動機、課程領導、課程活動的類型及規模、課程方案的時間、課程發展計劃的控制責任與擁有感、所需資源、學校氣氛、學校願景、課程參與人員之專業發展。
三、永續國小發展學校本位課程之因應策略有:一、校長搭起傾聽溝通橋樑，肯定教師辛勞付出，並尊重、信任教師對課程主軸的決定；二、課程實施中教師邊執行與修正並檢核學生學習成果。課程實施成果整合發現，課程要長期執行實施要再修整，同時讓家長瞭解學校轉優課程意涵。

關鍵詞：轉型優質、學校本位課程發展、影響因素與因應策略

關鍵字

轉型優質 ； 學校本位課程發展 ； 影響因素與因應策略

並列摘要

A Study on the Development Process, Influence Factors and Coping Strategies of the School-Based Curriculum Improvement Project for the Yung Shiu Elementary School in Yunlin
Abstract
The aim of the study is to investigate the Yung Shiu Elementary School which was effected by the decreasing birth rate. The Yunlin county government copes with the improvement project to the minischool to develop the school-based curriculum. Case study is adopted in the study using interviews with eight participants who are the principal and the teachers in this school. After analyzing the transcripts, some suggestions from the results are provided as the reference to develop the school-based curriculum effectively. The results are as follows: 1 Firstly, in the development process, the principal visited the key person of the school district founded the public and transparent communication platform. Moreover, the teachers attend some workshops about curriculum design to improve their abilities, and integrate the scholar guidance to coordinate the coherent curriculum for each grade. However, in implementing, the principal was changed and the administrative personnel were recombined. 2 Secondly, there are nine influential factors in the development process which are the participants’ motivation, the curriculum leadership, the type and the scale of activity, the time of program, the responsibility and possession on the whole program, the needed resources, the school climate, the school vision, and the professional development of participants. 3 Thirdly, some coping strategies include: first of all, the principal needed to listen to the teachers’ idea and communicate with the teachers actively, helped the teachers to retrieve the instruction enthusiasm, recognized the teachers’ pains about the devotion of curriculum, and respected and trusted the decision about the main shaft of curriculum decided by the teachers. Moreover, when the curriculum was implemented, the teachers discover that teaching materials are too difficult to the students. Therefore, the teachers need to administer and modify the teaching materials and to exam the learning outcomes at the same time. After implementing, if the curriculum wants to be improved over a long period of time, it needs to be altered.At the same time,let the parents understands the meaning of the curriculum.

Key words: improvement project, school-based curriculum , developmentInfluential factor/coping strategy

並列關鍵字

improvement project ； school-based curriculum development ； developmentInfluential factor/coping strategy

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