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研究生:黃旭鈞
研究生(外文):Hsu Chun Huang
論文名稱:國民小學校長課程領導模式建構之研究
論文名稱(外文):The Study on the Construct of Curriculum Leadership Model for Elementary Principals
指導教授:吳清基吳清基引用關係歐用生歐用生引用關係
指導教授(外文):Ching-Ji WuOu Yung-Sheng
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:463
中文關鍵詞:國小校長課程領導課程領模式建構
外文關鍵詞:elementary principalscurriculum leadershipcurriculum leadership modelconstruct
相關次數:
  • 被引用被引用:107
  • 點閱點閱:978
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:17
國民小學校長課程領導模式建構之研究
摘 要
本研究旨在探討課程領導的理論內涵與立論依據,瞭解國小校長實施課程領導的角色,並比較歐美先進國家課程領導實施現況,進而建構「國小校長課程領導模式」,俾供國民小學與教育行政機關規劃與推展課程領導之參考。
研究採文獻分析法、訪談法及德懷術進行探究。首先,就課程領導的意義、要素與內涵、脈絡、角色、重要任務與課題,以及重要學理基礎進行分析與探究,以瞭解課程領導的理論基礎,闡明課程領導的理念,並比較歐美先進國家課程領導現況,進而初步建構國小校長課程領導模式;其次,進行訪談,蒐集國內外學者專家對國小校長實施課程領導的現況及其對本研究所提出的課程領導模式之意見與看法;最後,採兩回合德懷術進行調查,編擬「國小校長課程領導模式建構調查問卷」作為研究工具,並由19位專家學者組成德懷術小組,蒐集專家學者對「國小校長課程領導模式」之意見,經由德懷術的調查程序,最後確立「國小校長課程領導模式」。
根據文獻分析、訪談及德懷術調查的結果,本研究獲致以下結論:
一、課程領導理論主要包括課程理論與領導理論兩大基礎,具有其獨特的學術造型。
二、透過哲學、心理學、行政學、政治學、社會學的學理分析,可闡明課程領導的理念並確立課程領導的內涵。
三、國小校長是學校中主要的課程領導者,扮演著多樣的課程領導角色,擔負起多元的課程領導責任。
四、世界主要國家普遍重視課程領導,並逐漸發展出課程領導模式和作法供校長或課程領導者參考。
五、「國小校長課程領導模式」包含脈絡、角色、內涵、結果、評鑑與反省改進等面向,形成持續改進的動態模式。
根據上述的結論,本研究提出下列建議:
一、對學校方面的建議
(一)強化校長正確評估情境的能力,瞭解學校課程領導現況與需求。
(二)喚醒校長課程領導角色知覺,分配時間實施課程領導。
(三)加強校長在職進修,充實課程領導專業知能。
(四)鼓勵校長採取課程領導作為,營造學校課程發展有利條件。
(五)促進校長透過課程領導評鑑與反省改進,評估課程領導效能。
(六)教導校長依實際需要,靈活運用課程領導模式。
(七)對照校長實際課程領導經驗,反映課程發展現況。
二、對教育行政機關的建議
(一)支持學校推動課程領導,提振校長推動課程領導的意願。
(二)加強校長培育與在職訓練課程,落實校長課程領導理論與實務整合。
(三)建立校長課程領導專業證照制度,確保校長課程領導品質。
(四)適度鬆綁法令,賦予學校組織結構較多彈性空間。
三、對未來研究的建議
(一)擴大研究樣本與對象,提升研究推論範圍。
(二)採用更多樣的研究方法,驗證課程領導模式的適切性。
(三)針對不同人員,分別建構適切的課程領導模式。
The Study on the Construct of Curriculum Leadership Model for Elementary Principals
Abstract
The primary purpose of this study was to explore the fundamental theories as well as the important connotations of curriculum leadership. The second purpose of this study was to make clear the curriculum leadership role of elementary principals. Meanwhile, the third purpose of this study was to compare the existing conditions of curriculum leadership among different countries. Finally, constructing a curriculum leadership model for elementary principals was the fourth purpose of this study.
In order to reach the aforementioned purposes, literature review, interview, Delphi technique were used. To begin with literature review was utilized to clarify the meaning, concepts, fundamental theories, important connotations, context, roles of curriculum leadership. Also, the existing conditions of curriculum leadership among different countries were compared to realize the curriculum leadership trends. Based on the result of literature review, the author construct a draft curriculum leadership model for elementary principals. Then, interview survey was employed to ask for the experts’ notions and opinions on curriculum leadership as well as to seek their advice on the draft curriculum leadership model. Finally, a two-round Delphi technique was used as the main procedure to conduct the survey with a total 19 experts being asked to participate. “The Construct of Curriculum Leadership Model for Elementary Principals Questionnaires”, developed by the author, were distributed to a 19-member panel. All participants rated the importance of each component of the curriculum leadership model and examined the appropriateness of the model. On the basis of Delphi survey procedure, the curriculum leadership model for elementary principals was established.
Based on the literature review, interview, and Delphi survey, the following conclusions were attained:
1.The curriculum leadership theory is mainly based on two fundamental theories viz. curriculum theories and leadership theories. Integrating these two basic theories produce a unique academic style of curriculum leadership.
2.The analysis of the theories of philosophy, psychology, administration, politics, sociology can contribute to clarify and approve the rationale as well as the content of curriculum leadership.
3.Elementary principals as the chief curriculum leaders in elementary schools play various curriculum leadership roles, take diversified responsibilities on curriculum leadership as well.
4.Countries such as The United States, England, Australia, and Canada all put great emphasis on curriculum leadership. Meanwhile, the curriculum leadership model is increasingly developed to provide consultation for principals or curriculum leaders.
5.The curriculum leadership model for elementary principals is composed of 5 components: context, role, content, product, evaluation and reflective improvement. All these components form a dynamic model with the quality of the continuous improvement.
According to the conclusions of this study, suggestions about the curriculum leadership model were offered for reference of elementary principals, educational administration agencies, and future studies.
目 次
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 6
第三節 名詞界定 7
第四節 研究方法與步驟 9
第五節 研究範圍與研究限制 16
第二章 課程領導的內涵分析 19
第一節 課程領導的意義與性質 20
第二節 課程領導的要素與內涵 30
第三節 影響校長課程領導的脈絡因素 59
第四節 校長課程領導的角色 75
第五節 校長課程領導的重要任務與課題 90
第六節 校長課程領導的結果與評鑑 125
第三章 課程領導的學理分析 133
第一節 課程領導的哲學分析 133
第二節 課程領導的心理學分析 144
第三節 課程領導的行政學分析 154
第四節 課程領導的政治學分析 173
第五節 課程領導的社會學分析 191
第四章 主要國家課程領導的現況探討 213
第一節 美國課程領導實施現況 213
第二節 英國課程領導實施現況 231
第三節 澳洲課程領導實施現況 249
第四節 加拿大課程領導實施現況 259
第五節 各國課程領導比較與趨勢 272
第五章 課程領導模式建構的實證研究設計與實施 287
第一節 「國小校長課程領導模式」初步建構 287
第二節 第一回合德懷術調查問卷的設計 299
第三節 德懷術的設計與實施 303
第六章 結果分析與討論 315
第一節 第一回合問卷調查結果的分析與修正 316
第二節 第二回合問卷調查結果的分析與討論 335
第三節 比較與綜合討論 357
第七章 結論與建議 381
第一節 結論 381
第二節 建議 389
主要參考書目 399
中文部份 399
西文部份 402
附錄 411
附錄一 訪談題綱 411
附錄二 國小校長課程領導模式建構訪談紀要 412
附錄三 本研究德懷術專家小組成員 437
附錄四「國小校長課程領導模式建構調查問」及意見彙整
(第 一 回合) 438
附錄五「國小校長課程領導模式建構調查問」及意見彙整 (第二
回合) 450
附錄六 指導教授推薦函 463
表 次
表2-1學校課程發展指導方針 37
表2-2卓越學校教育的五種領導影響力 42
表2-3分析課程領導角色 81
表2-4 課程領導者的職責和活動 98
表2-5 校長需要扮演與具備有關教與學的角色與知識基礎 104
表2-6 校長在課程方面角色所需的重要知識、態度和技能 105
表2-7 各層級課程決定及課程研發單位的課程改革任務 110
表3-1 傳統與轉型學校文化的比較 165
表4-1 課程領導的功能 222
表4-2 各國課程領導的背景比較 275
表4-3 各國課程領導實施現況比較 279
表5-1本研究德懷術小組成員的人數 309
表5-2各回合問卷題項結構與題數 312
表5-3本研究德懷術問卷調查實施進度 314
表6-1第一回合問卷中國小校長課程領導「背景脈絡」因素 各題項之結果統計 319
表6-2 第一回合問卷中國小校長課程領導「角色」因素各題項 之結果統計 322
表6-3 第一回合問卷中國小校長課程領導「過程」因素各題項 之結果統計 325
表6-4第一回合問卷中國小校長課程領導「結果」因素各題項 之結果統計 327
表6-5 第一回合問卷中國小校長課程領導「評鑑與反省改進」 因素各題項之結果統計 328
表6-6 第一回合問卷中國小校長課程領導「模式適切性」 之結果統計 329
表6-7 第一回合問卷修正與新增題項的修正情形 334
表6-8 第二回合問卷中國小校長課程領導「背景脈絡」因素 各題項之結果統計 338
表6-9 第二回合問卷中國小校長課程領導「角色」因素各題項 之結果統計 342
表6-10第二回合問卷中國小校長課程領導「內涵」因素各題項 之結果統計 346
表6-11第二回合問卷中國小校長課程領導「結果」因素各題項 之結果統計 348
表6-12 第二回合問卷中國小校長課程領導「評鑑與反省改進」 因素各題項之結果統計 350
表6-13 第二回合問卷中國小校長課程領導「模式適切性」 之結果統計 352
表6-14 第二回合問卷各部份各題項重要性等級之評定結果 356
表6-15 第二回合問卷實施後模式的修正情形 357
表6-16 兩回合問卷各部份重要性等級評定結果改變情形 364
圖 次
圖1-1本研究之研究架構 10
圖2-1領導影響力層次 43
圖2-2課程領導研究領域內涵 58
圖2-3課程領導模式 88圖2-4課程活動的持續互動模式 123
圖3-1課程發展過程中交互影響的決定要素 135
圖4-1學業課程管理組織架構 230
圖4-2 學科領導者的工作 248
圖5-1 國小校長課程領導模式(初案一) 291
圖5-2 國小校長課程領導模式(初案二) 296
圖5-3 國小校長課程領導模式(初案三) 298
圖6-1 國小校長課程領導模式(第二回合問卷) 353
圖6-2 國小校長課程領導模式 380
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