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題名:混齡教學與課程領導之研究- 一位偏鄉國小校長之觀點
作者:方正一
作者(外文):FANG,CHENG-YI
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:朱啟華
學位類別:博士
出版日期:2019
主題關鍵詞:混齡教學自我敘說課程領導國小校長multi-grade teachingself-narrativecurriculum leadershipelementary school principal
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(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 點閱點閱:73
本研究旨在探究一位偏鄉國小校長如何在學校推動混齡教學並進行課程領導,透過自我敘說的方式重新理解自己在學校領導全體同仁推動混齡教學的過程、困難及成果。研究者以自己學校為研究場域,自2015年8月至2019年5月共三年又九個月的時間進行資料的蒐集,並透過文件分析、課室觀察、訪談與省思札記等方式進行三角檢證以提高研究之信實度。
混齡教學的理論基礎包括Dewey的試驗主義、Gardner的多元智慧理論、Vygotsky的近側發展區與差異化教學等,透過理論與實務的相互辯證,本研究所獲得的結論如下:一、校長課程領導的策略會隨著混齡教學不同的發展階段展現出多元面貌;二、混齡教學與課程領導重視理論與實務的結合,但需注意師生的個別化因素;三、混齡教學課程領導者要懂得拿捏「人」與「課程」的平衡點。
Based on a self-narrative approach, this paper focuses on the process, challenges, and results of implementing multi-grade classes teaching for a principal in a rural school. Data collection methods—including document analysis, classroom observations, and introspective notes from August 2015 to May 2019—allowed testing of the questions via triangulation to validate the results.
The theoretical basis of multi-grade classes teaching including Dewey theory of experimentalism dialectics, multiple intelligence Theory by Howard Gardner, zone of proximal development by Vygotsky, and differentiated instruction. Three major findings are emerged through dialectic of theories and practice. First, principals use various strategies of curriculum leadership in each stage of multi-grade classes teaching. Second, this paper highlighted the individual factors in theory and practical application of multi-grade teaching. Finally yet importantly, the curriculum leaders of multi-grade teaching should pay equal attention to development of curriculum and care for teachers.
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