臺灣博碩士論文加值系統

國民小學智慧資本探索性之研究
摘要
本研究之目的有二：（1）瞭解國民小學智慧資本的現況。（2）比較城鄉國民小學智慧資本現況之差異。研究者以智慧資本的相關文獻探討為開始，並以焦點團體訪談為主，文件分析為輔之研究方法，獲致學校智慧資本實務的瞭解。本研究是以一所位於台中市都會區之國民小學(簡稱A小學)和一所位於嘉義縣山區之偏遠國民小學(簡稱B小學)為研究對象。在兼顧理論探討與實務瞭解的情形下，從而達到本研究的目的。
本研究的一系列結論，文中都有詳述，在此將重要結論歸納如下：
（一）兩所小學在教師學科性知識基礎、組織的溝通有許多共通之處。
（二）兩所小學在教師實踐性知識基礎、教師的創新能力、領導、進修、資訊科技的應用、學校的成長與革新、學校如何與家長建立良好的關係、學校與社區資源共享之合作關係、社區人士家長及學生對學校的滿意度，有程度上的差異。
（三）兩所小學在工作動機、團隊合作的意識、知識出版品、知識分享的文化方面，有很大的不同。另外，A小學建立新聞聯絡人的制度，塑造學校的品牌形象
（四）兩所小學的資源轉化，兩者雖有共通之處，但仍有程度上的差異。
（五）兩所小學的智慧資本與組織策略的契合度，至少都有相當的契合度，不過相較之下，A小學是較高的。
依據文獻探討與研究結論，研究者並提出以下之建議：
（一）對教育行政機關的建議
（1）教育行政機關應鼓勵偏遠小學教師從事教學的研究與創造。
（2）教育行政機關應加強偏遠小學資訊科技之基礎建設，因為它能有效協助教師教學的創新。
（3）教育行政機關應推廣與獎勵學校之知識出版品。
（二）對學校的建議
（1）偏遠小學應致力成為優質的非正規師資培訓機構，發揮強化教師實踐性知識的功能。
（2）學校應加強與社區人際網絡的連繫，促進教師專業知識同社區之人力知識的整合。
（3）校長的領導型式應強化人性化領導與知識領導。
（三）對學校教師的建議
（1）偏遠小學教師應重視資訊科技的使用，以利於扮演學生學習過程中引導者或顧問的角色。
（2）教師應注重終身學習，以提升本身的知識基礎。
（四）對未來研究的建議
（1）文獻探討所獲得之學校智慧資本項目以及從資料編碼所獲得之學校智慧資本類目，後續者可將它們作為相關議題研究時的參考。
（2）有系統的學校智慧資本理論基礎仍然不足，後續者可嘗試建構此一理論基礎。
（3）後續者可透過參與式觀察，以充分瞭解學校智慧資本的動態歷程。
（4）後續者可選擇學校智慧資本的單一領域，對此進行更深入的探究。
關鍵字：國民小學,智慧資本,學校智慧資本

An exploratory research of intellectual capital of primary schools
Jung-ching Mao
Institute of Education, National Chung Cheng University
Abstract
The purpose of this study has two :(1)Understand the current conditions of the primary school intellectual capital.(2) Compare the difference of the city and secluded intellectual capital current conditions in two primary schools. Researcher with the related literature review of the intellectual capital inquires into for beginning, and regard the focus group interviewing as principle, the document analyze for the research method that assist, acquire the understand of the intellectual capital practice in the school. This study takes a primary school (the brief name A primary school) that is located the metropolis in Taichung City and a secluded primary school (the brief name B primary school) that is located the mountain area in Chiayi County as the research objects. Under the condition of looking after both sides of the theories study and the practical understand, thus reach the purpose of this study.
A series of conclusion of this study, all go into detail in the text, induce important conclusion as follows here:
1. Two primary schools have many commons in the teacher''s subject knowledge base,
organizational communication.
2. Two primary schools at the teacher practical knowledge base, the teacher creative ability,
leadership, continuing education, how information technology application, the growth and the
innovation of school, how school is build up the good relation with the parent, the cooperative relation that the school shares with the community resource together, the personage of the community and parent and the student''s satisfaction to the school, there is the discrepancy
on the degree.
3. Two primary schools are in the aspects of working motivation, the consciousness of the team
cooperation, knowledge publishing, the culture of the knowledge sharing, there is very big dissimilarity. Besides, the A primary school creates the system of the news contact person, to mold the brand image of the school.
4. Resources transformation of two primary schools, although both have common, still have the difference on the degree.
5. Intellectual capital of two primary schools corresponds to the degree on organization strategy, at least all have rather agree with degree, however in comparison, the A primary school is higher.
According to the literature review inquire into and study conclusion, the researcher proposes some suggestions concerned as follows:
1. Suggestions for educational authorities:
(1) Educational authorities should encourage the research and the creation that the secluded primary school teacher works on the teaching.
(2) Educational authorities should strengthen the construction of the secluded primary school information technology, because it can help the innovation of teacher''s teaching effectively.
(3) Educational authorities should expand and reward the knowledge publishing by school.
2. Suggestions for schools:
(1) The secluded primary schools should be dedicated to becoming the school-based teachers training organization of the superior quality, develop to enhance the teacher''s function of the practical knowledge.
(2) Schools should strengthen the contact of the community human relations network,
to promote teacher professional knowledge and know-who of the community integrates together.
(3) The principal''s leadership patterns should enhance the humanized leadership and knowledge leadership.
3. Suggestions for schoolteachers:
(1) The secluded primary schoolteachers should value the usage of the information technology, for the convenience of in play student''s learning process in the role of the guide or adviser.
(2)Schoolteachers should pay attention to lifelong learning, to promote the own knowledge base.
4. Suggestions for the future studies:
(1) School intellectual capital item acquired by the literature review study and intellectual capital categories of school gained by the data coding, which can become reference that follower carries on related subject''s studying.
(2) Systematic school intellectual capital theories base still not enough, follower can try the theories base of constructing.
(3)Follower can through the participant observation, to understand the dynamic state process of the school intellectual capital well.
(4)Select the one realm of the school intellectual capital, follower carry on the more thorough investigation to this.
Keywords: primary school,intellectual capital,school intellectual capital

目 次
第一章 緒論-------------------------------------------------------1
第一節 研究動機與目的------------------------------------------1
第二節 名詞釋義------------------------------------------------5
第三節 研究步驟------------------------------------------------7
第四節 研究限制------------------------------------------------8
第二章 文獻探討---------------------------------------------------9
第一節 智慧資本的基本概念--------------------------------------9
第二節 智慧資本的測量-----------------------------------------28
第三節 學校的智慧資本及其測量---------------------------------47
第三章 研究設計與實施--------------------------------------------77
第一節 研究流程-----------------------------------------------77
第二節 研究對象-----------------------------------------------78
第三節 資料蒐集與分析-----------------------------------------79
第四節 研究可信度的建立---------------------------------------82
第五節 研究倫理的考量-----------------------------------------83
第四章 研究結果之分析與討論--------------------------------------85
第一節 A小學智慧資本現況的分析--------------------------------85
第二節 B小學智慧資本現況的分析-------------------------------129
第三節 比較城鄉國民小學智慧資本現況之差異---------------------156
第五章 結論與建議------------------------------------------------180
第一節 結論---------------------------------------------------180
第二節 建議---------------------------------------------------196
參考文獻----------------------------------------------------------206
附錄一. 國民小學智慧資本探索性之研究訪談大綱----------------------210
附錄二. A小學智慧資本現況之部分訪談舉例---------------------------211
附錄三. B小學智慧資本現況之部分訪談舉例---------------------------212
表 次
表2-1 不同學者對智慧資本分類與內涵之觀點的比較------------------20
表2-2：無形資產監測器的測量-------------------------------------38
表2-3 不同測量取向的比較----------------------------------------41
表4-1 A與B兩所小學之人力資本流動到組織資本--------------------158
表4-2 A與B兩所小學之人力資本流動到關係資本--------------------160
表4-3 A與B兩所小學之組織資本流動到人力資本--------------------162
表4-4 A與B兩所小學之組織資本流動到關係資本--------------------164
表4-5 A與B兩所小學之關係資本流動到人力資本--------------------166
表4-6 A與B兩所小學之關係資本流動到組織資本--------------------168
圖 次
圖2-1 斯堪地亞公司的市場價值架構--------------------------------15
圖2-2 智慧資本的詳細項目----------------------------------------18
圖2-3 智慧資本的五個主要目錄------------------------------------19
圖2-4 斯堪地亞領航員--------------------------------------------32
圖2-5 無形資產監測器的架構--------------------------------------35
圖2-6 Kaplan 與 Norton 的測量架構-------------------------------38
圖3-1 研究流程架構圖--------------------------------------------77

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