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題名:問題本位之國民小學校長專業發展課程設計研究
作者:謝富榮
作者(外文):Fu-Jung Hsieh
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:林明地
學位類別:博士
出版日期:2009
主題關鍵詞:問題本位學習校長專業發展專業發展課程課程設計course designprofessional developed courseproblem-based learningprincipal professional development
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(6) 專書(0) 專書論文(0)
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摘 要
隨著教育改革的推動,國內教育環境與學校生態產生急劇變化,國民小學校長職務和角色因而面臨許多衝擊與挑戰,其必須不斷地追求專業成長才能加以克服。因此,規劃提供實質有效之專業發展課程有其必要性。本研究旨在依據研究發展模式,設計一份適用於國民小學校長的問題本位專業發展課程。在研究階段,研究者進行校長專業發展內容探討及需求調查。研究者寄發問卷600份,回收問卷482份,扣除填答不完整問卷7份,實得有效問卷475份,比率為79%。經平均數、標準差、t檢定、以及單因子變異數分析與事後比較等,分析校長在整體、各專業領域及各項專業知能之發展需求,以及不同個人背景與學校環境變項校長的需求差異,做為本研究及後續系統規劃校長專業發展課程之依據。規劃階段,研究者以需求程度最高之專業知能為主題,規劃課程學習目標及教學活動設計。發展階段,研究者進行問題本位專業發展課程內容撰擬。課程撰擬完成後,由八位學者進行專家審核。最後,由十六位國小校長進行學習者確認,以平均數、標準差、及平均數t檢定等統計方式,評估課程之適切性、實施成效和校長的學習態度。
本研究結論如下:
一、國民小學校長專業發展內容包含政策執行、學校經營、教學與課程領導、公共關係、人格特質、專業成長等六大專業領域,共四十七項專業知能。
二、國民小學校長在整體、各專業領域、以及各項專業知能均具有高度的專業發展需求。
三、國民小學校長在整體及各專業領域之發展需求,不因個人背景變項而有所差異,但會因學校環境變項而有部份差異。
四、本研究設計之課程主題為「校園危機管理」,問題情節為「學校因欄杆老舊,致使學生自三樓墜下死亡,因而引發家長抗議、媒體報導、以及法律調查」,課程架構包括前言、問題陳述、學習目標、學習資源、成果規格、引導問題、評量活動、時間限制等。
五、本研究所設計之問題本位專業發展課程具高度適切性。
六、本研究設計之問題本位專業發課程實施成效良好。
七、國民小學校長對於問題本位學習模式具有高度的接受度,其認為問題本位學習是校長專業發展的可行模式。
最後,依據上述研究結論,提出相關建議,作為教育行政機關、校長、以及未來研究之參考。
Abstract
With the promotion of educational revolution in Taiwan, there has been a drastic change in the domestic educational environment and school ecology. The position and role of elementary school principals confront a lot of conflicts and challenges, and principals must continuously pursue professional growth to be able to overcome the pressures. As a result, it is necessary to design substantial and effective courses for the purpose of professional development. The purpose of the current study was to design a problem-based professional development course based on the research and development model that can be applied to the needs of elementary school principals. During the research stage, the researcher proceeded to investigate the contents and needs of principal professional development. The researcher distributed 600 copies of questionnaire and received 475 valid responses for a validity rate of 79%. After analyzing the average, standard deviation, t test, ANOVA post hoc, the analysis of the needs of professional development of principals ranged from whole area, specific professional area, specific professional knowledge, and the differences of demands on principals who have different personal backgrounds and school environment. These results supplied the framework for the current study and the subsequently systemized-design for designing principal professional development courses. During the designing stage, the researcher chose the professional knowledge for which principals have the highest learning demand as the theme, to design the learning objectives and teaching activities . During the developing stage, the researcher proceeded with the writing of a problem-based professional development course. In the end, 16 elementary principals were chosen for learner verification. The statistics such as average, standard deviation and t-test were applied to estimate the course appropriateness, application effect and principal’s learning attitude.
The conclusions of the current study were as follows:
A. The professional development contents for elementary school principals include six professional areas ranging from policy activation, school management, teaching and curriculum leadership, public relationship, personality trait, and professional growth, in other words, a total of 47 accumulated professional knowledge items were indexed.
B. Elementary school principals have high demands for professional development that range from the whole professional area to specific professional area, and to specific professional knowledge.
C. Elementary school principals wouldn’t have differences in the overall and specialized areas because of variables derived from personal background, but have partial differences derived from the variables of school environment.
D. The theme of the problem-based professional development course designed in this current study has been “campus crisis management”. The simulated problem circumstance has been “rotten railings cause a student to fall to his death from the third floor, provoking parental protests, media reports and legal investigation.” The structure of the course included introduction, problem, learning objectives, learning resources, product specifications, guiding questions, assessment exercises, time constraints and so on.
E. The current study’s problem-based professional development course was found to be appropriate.
F. The application of the current study’s problem-based professional development course was found to be effective.
G. The elementary school principals have high acceptance of the problem-based learning model, and considered problem-based learning as a viable model for elementary school principal’s professional development.
According to the conclusions, the researcher makes some suggestions to educational administration authorities, principals, and for future study.
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