概念圖在國民中小學校長專業發展上之應用
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Date
2011-07-31
Authors
王如哲
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本研究擬以三年為期探究概念圖在我國國民中小學校長專業發展上之應用。美國有各州學校領導聯合會標準之建立，英國也有國家學校與兒童服務領導學院的成立，使得校長專業發展邁向專業化制度的方向，我國在校長專業發展上雖然尚未建立全國性制度，但在大學也開始有校長中心之成立，國家教育研究院籌備處亦與地方縣市合作，開授有關的校長儲訓及進修專業發展課程。 在1980年代，Novak & Gowin (1984) 指出概念圖應用在精進教學和有意義學習之潛在可能性。從此之後出現相當多運用概念圖為教學工具的研究，在校長專業發展研究上國外也出現應用研究實例，諸如「使用概念圖評估初等學校校長之訓練」(Mclay & Brown, 2003)；「學校領導之學習: 使用概念圖探究來自於日常經驗之學習」(Pegg, 2007)；「原因圖和學校領導者之隱性知識」(Wassink, Sleeegers, Imants, 2003)；在2007年出版之「概念圖運用於領導之教學上」報告書等，但國內尚未有此類應用研究實例，因此，本研究之本質為將概念圖應用於校長專業發展之應用性研究。 具體而言，本研究計畫之目的包括：(1) 探討概念圖有關研究，以瞭解概念圖在學校領導上之應用及其相關研究情況；(2) 探討概念圖核心概念，以瞭解如何將之應用於校長專業發展之「課程實施」與「成效評量」；(3)規劃與設計校長專業發展課程方案；(4) 應用概念圖評估校長專業發展課程方案之成效，對參與的國小與國中校長學員，分別測量其專業發展課程方案之實施成效。 為了達成本計畫之研究目的，預定運用文件分析、比較研究、訪談法、行動研究及實驗法。本研究第一年透過文件分析之研究資料，整理出國外概念圖應用於校長專業發展之有關課程方案，然後進一步運用跨越國家層次的比較研究，以及應用訪談法以深入探究英國實例，獲致有關之研究發現，以為第二年規畫與設計我國校長專業發展課程方案之參考，第二年主要採行動研究；第三年則運用實驗法以執行並評估校長專業發展課程方案之實施成效。
This research project that examines the application of concept maps in primary and secondary school principals’ professional development is a three-year one. In the USA, the Interstate School Leaders Licensure Consortium standards were set up by Council of Chief State School Officers. The College for School Leadership of Schools and Children’s Services was established in the UK and these have led to institutionalization of school principals’ professional development. In contrast, we have not established yet a national system for school principals’ professional development in Taiwan. However, there are training programs for principals offered by the Preparatory Center of National Institute for Educational Research in cooperation with local educational authorities, in addition to Centers for School Principals within universities. In the 1980s, Novak & Gowin (1984) indicated the potential use of concept mapping for the enhancement of teaching and meaningful learning. Since then a considerable number of studies employing concept maps as instructional tool could be found. There are a number of studies focusing on school principals such as “Using concept mapping to evaluate the training of primary school leaders”(Mclay & Brown, 2003); “Learning for school leadership: using concept mapping to explore learning from everyday experience”(Pegg, 2007); “Cause maps and school leaders’ tacit knowledge”(Wassink, Sleeegers & Imants, 2003); and a report entitled “Utilization of concept maps in teaching leadership” published in 2007. On the contrary, lack of this kind of research remains in Taiwan. This research project is in nature an example of research that examines the application of concept maps in school leadership. The purposes of this research project are below: 1) to look at researches relating to concept maps so as to realize the practice of application in school leadership and the relevant studies; 2) look at key concepts of concept maps in order to understand how to apply them to “curriculum implementation” and their “effect assessment” of principals’ professional development; 3) to plan and design curriculum for school principals’ professional development; 4) to implement and assess the effects of implementation of curriculum for school principals’ professional development. For the above purposes, documentary analysis, comparative research and interviews will be employed to indentify the existing and their relevant curriculum for school principals’ professional development across countries in general and in the UK particularly in the first year of this project. Then it is followed by the plan and design of curriculum for school principals’ professional development through the use of action research in the second year of this research project. By the application of method of experiment the effect of implementation of curriculum for school principals’ professional development will be assessed in the third year. Based on the findings, it is expected that conclusions and recommendations for the improvement and enhancement of implementing school principals’ professional development in Taiwan can be made from this research project.
This research project that examines the application of concept maps in primary and secondary school principals’ professional development is a three-year one. In the USA, the Interstate School Leaders Licensure Consortium standards were set up by Council of Chief State School Officers. The College for School Leadership of Schools and Children’s Services was established in the UK and these have led to institutionalization of school principals’ professional development. In contrast, we have not established yet a national system for school principals’ professional development in Taiwan. However, there are training programs for principals offered by the Preparatory Center of National Institute for Educational Research in cooperation with local educational authorities, in addition to Centers for School Principals within universities. In the 1980s, Novak & Gowin (1984) indicated the potential use of concept mapping for the enhancement of teaching and meaningful learning. Since then a considerable number of studies employing concept maps as instructional tool could be found. There are a number of studies focusing on school principals such as “Using concept mapping to evaluate the training of primary school leaders”(Mclay & Brown, 2003); “Learning for school leadership: using concept mapping to explore learning from everyday experience”(Pegg, 2007); “Cause maps and school leaders’ tacit knowledge”(Wassink, Sleeegers & Imants, 2003); and a report entitled “Utilization of concept maps in teaching leadership” published in 2007. On the contrary, lack of this kind of research remains in Taiwan. This research project is in nature an example of research that examines the application of concept maps in school leadership. The purposes of this research project are below: 1) to look at researches relating to concept maps so as to realize the practice of application in school leadership and the relevant studies; 2) look at key concepts of concept maps in order to understand how to apply them to “curriculum implementation” and their “effect assessment” of principals’ professional development; 3) to plan and design curriculum for school principals’ professional development; 4) to implement and assess the effects of implementation of curriculum for school principals’ professional development. For the above purposes, documentary analysis, comparative research and interviews will be employed to indentify the existing and their relevant curriculum for school principals’ professional development across countries in general and in the UK particularly in the first year of this project. Then it is followed by the plan and design of curriculum for school principals’ professional development through the use of action research in the second year of this research project. By the application of method of experiment the effect of implementation of curriculum for school principals’ professional development will be assessed in the third year. Based on the findings, it is expected that conclusions and recommendations for the improvement and enhancement of implementing school principals’ professional development in Taiwan can be made from this research project.