高中課程領導之研究: 分佈式領導取向
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2009
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Abstract
本研究旨在探討「在學校組織脈絡及課程改革脈絡中，高級中學校內各層級課程領導的內涵及全校層級課程領導的運作。」因此研究目的有五：
一、分析高中學校組織脈絡及其對於課程領導的影響。
二、瞭解各課程領導者對於高中新課綱的知覺與回應。
三、探討高中校內各層級課程領導的內涵。
四、探究高中全校層級課程領導的運作與爭議事件。
五、依據研究結果提出建議，作為高中課程領導研究與學校實務之參考。
本研究為質性研究，以北台灣兩所公立高中作為個案研究對象，主要透過訪談校長、教務主任、及國文、英文、數學、自然、社會、藝能等學科領域召集人和教師會理事長等課程領導者，並佐以文件分析，綜合文獻探討和研究發現獲致以下結論：
一、高中學校組織脈絡複雜，課程領導深受影響
二、各課程領導者對於高中新課綱抱持負面看法，採取差別性的回應
三、高中課程領導係各層級領導者集體參與的團體過程，各層級課程領導的
內涵不同
四、高中全校層級課程領導的運作以課發會為主要機制
五、高中課程領導兼具集體性和分散性，效能欠佳
六、高中課程領導易生爭議事件
本研究依據上述結論提出具體建議，俾利高中課程領導學校實務之改善和效能之提昇，以及課程領導研究理論觀點之拓展。
The purpose of this study is to inquire what contents various levels of curriculum leadership present and how the whole school curriculum leadership operates in the case senior high schools within the school organization context as well as the curriculum reform context. There are five goals for this research: (1) analyzing senior high school organization contexts and their influences toward curriculum leadership, (2) realizing what curriculum leaders aware and respond toward the new curriculum guidelines in senior high schools, (3) inquiring into what contents various levels of curriculum leadership present , (4) understanding how the whole school curriculum leadership operates and its controversial events in the case senior high schools, and (5) concluding the results of the research mentioned above to put forward the related advice as the references of studying curriculum leadership in senior high schools. With two public senior high schools in northern Taiwan as study objects, this study employs the qualitative research as the methodology, mainly via interviewing along with taping curriculum leaders, such as principals, directors of academic affairs, the subject leaders of Chinese, English, mathematics, science, social studies, art as well as the general directors of teachers’ association and then transcribing the interview word by word. The analysis systematically converts the interview into core issues. Through document analysis and comprehensive literature review, this study comes to the following findings: (1) The complicated context of school organization will cause influences on curriculum leadership in senior high schools. (2) Curriculum leaders hold negative viewpoints and respond differently toward new curriculum guidelines in senior high schools. (3) The curriculum leadership in senior high schools is the process that different levels of leaders collectively involve in group, so that different levels of curriculum leadership have various contents. (4) The curriculum leadership in the whole senior high schools is led by the curriculum development committee as the operation mechanism (5) The curriculum leadership in senior high schools presents collective and the distributed state, which leads to unsatisfactory efficiency. (6) Curriculum leadership in senior high school easily results in controversial events. Based on the above conclusion, this study raises concrete advice, which helps not only improve the practice as well as efficiency of curriculum leadership in senior high schools but also extend the viewpoint of curriculum leadership theory.
The purpose of this study is to inquire what contents various levels of curriculum leadership present and how the whole school curriculum leadership operates in the case senior high schools within the school organization context as well as the curriculum reform context. There are five goals for this research: (1) analyzing senior high school organization contexts and their influences toward curriculum leadership, (2) realizing what curriculum leaders aware and respond toward the new curriculum guidelines in senior high schools, (3) inquiring into what contents various levels of curriculum leadership present , (4) understanding how the whole school curriculum leadership operates and its controversial events in the case senior high schools, and (5) concluding the results of the research mentioned above to put forward the related advice as the references of studying curriculum leadership in senior high schools. With two public senior high schools in northern Taiwan as study objects, this study employs the qualitative research as the methodology, mainly via interviewing along with taping curriculum leaders, such as principals, directors of academic affairs, the subject leaders of Chinese, English, mathematics, science, social studies, art as well as the general directors of teachers’ association and then transcribing the interview word by word. The analysis systematically converts the interview into core issues. Through document analysis and comprehensive literature review, this study comes to the following findings: (1) The complicated context of school organization will cause influences on curriculum leadership in senior high schools. (2) Curriculum leaders hold negative viewpoints and respond differently toward new curriculum guidelines in senior high schools. (3) The curriculum leadership in senior high schools is the process that different levels of leaders collectively involve in group, so that different levels of curriculum leadership have various contents. (4) The curriculum leadership in the whole senior high schools is led by the curriculum development committee as the operation mechanism (5) The curriculum leadership in senior high schools presents collective and the distributed state, which leads to unsatisfactory efficiency. (6) Curriculum leadership in senior high school easily results in controversial events. Based on the above conclusion, this study raises concrete advice, which helps not only improve the practice as well as efficiency of curriculum leadership in senior high schools but also extend the viewpoint of curriculum leadership theory.
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課程領導, 高中課程領導, 分佈式領導, 學科領域, 高中課程改革, curriculum leadership, curriculum leadership in senior high school, distributed leadership, subject department, senior high school curriculum reform