一所偏鄉小學推動食農教育之課程領導行動研究

Abstract

本研究以臺中市偏遠國小為對象，旨在探討太陽國小課程領導者推動食農教育之課程領導，透過行動研究將以探討食農教育之課程領導理念與具體作為、所遭遇的問題及解決策略、具體成效等，並運用文獻整理、訪談、觀察等方式輔助，最後將蒐集到的資料進行整理、分析和歸納並提出結論。本研究結論如下：一、理念與具體作為方面 (一) 校長對食農教育之理念：營造學習環境，藉由食農教育課程培養學生問題解決能力。 (二) 課程領導理念：由行政主導轉變成親師生共同參與；增權賦能由下而上推動；行政支持並鼓勵教師進行食農專業進修；積極爭取校內外資源提高親師生課程參與程度。 (三) 課程領導實際作為：透過會議引領親師生共同發展食農教育目標；藉由平等對話與領導權力下方帶動親師生參與課程；提供教師專業進修和行政支持以利發展食農課程；撰寫計畫爭取經費並營造有利於課程實施之學習環境。 二、問題及解決策略方面 (一) 課程領導及親師生專業知能不足，用對話及進修解決問題解決。 (二) 領導及授課時間不足問題，利用妥善規劃解決問題。 (三) 親師參與態度程度不積極，藉由積極宣導實作解決問題。 (四) 偏遠學校資源不足，透過計畫及校內外資源挹助解決問題。 三、具體成效方面 (一) 行政及教師專業知能成長之具體成效：推動社群顯著提升教師課程設計的意願及信心研究者發現；增權賦能與行政支持顯著提升教師食農專業能力及教學熱忱；平等對話顯著提升教師專業分享的質與量。 (二) 學生學習成果之具體成效：透過會議及活動增能以提高學生對食農教育的興趣；透過行政支援以增加學生對於食農學習的自信程度。綜合以上結論，研究者對課程領導之建議：成立專業發展策略聯盟使其具備課程領導知能、規劃多元食農教育活動以提升學生對食農的興趣、掌握學校與社區間的平衡狀態、善用正式與非正式組織並精簡行政及善用管道充實設備主動爭取食農教育資源；對縣市教育行政機關之建議：持續與各項團體合作、補助偏遠小學經費以推展食農教育、辦理產出型課程設計研習、考量小校編制並整合相關教育政策、定期辦理食農教育種子教師培訓、提供偏鄉學校發展食農預算經費。關鍵字：偏遠國民小學、課程領導、食農教育、行動研究The research is based on the remote elementary schools in Taichung City. It aims to explore the curriculum leaders of Sun Elementary Elementary School's promotion of food and agriculture education in remote school. Through action research, it explores the specific actions of curriculum leadership in food and agriculture education, and education in food and agriculture. The problems encountered by the curriculum leaders and their solutions, as well as the specific results of the curriculum leadership in promoting food and agricultural education, are assisted by literature collation, interviews, observations, etc., and finally the collected data are sorted, analyzed, and summarized, and conclusions are made. The conclusions of this study are as follows:1. Specific aspects(1) The principal's philosophy of food and agriculture education: create a learning environment, borrow the problem-solving ability of students is cultivated by the food and agricultural education courses. (2) The concept of curriculum leadership:curriculum leadership changes from administrative leadership to the participation of teachers and students; empowerment is promoted from bottom to top; administrative support and encouragement of teachers to pursue professional education in food and agriculture; actively seeking internal and external resources to increase the participation of teachers and students in curriculum leadership.(3) The real action of curriculum leadership :practical activities lead teachers and students to jointly develop food and agriculture education goals through meetings; encourage teachers and students to participate in courses through equal dialogue and leadership; provide teachers with professional training and administrative support to facilitate the development of food and agriculture courses; write plans to obtain funds and create a learning environment conducive to the implementation of the curriculum.2. Problems and solutions(1) The curriculum leaders, teachers and students lack professional knowledge,so use dialogue and further study to solve the problem.(2) The leadership and teaching time are insufficient, so use proper planning to solve the problem.(3) The parent teacher’s attitude is not active, through active promotion to solve the problem in practice;(4) The resources of remote schools are insufficient, the problem is solved through plans and resources from the inside and outside school.3. Specific resultsThe specific effects of the growth of administrative and teacher professional knowledge: promote the community to significantly increase the willingness and confidence of teachers in curriculum design. Researchers found: empowerment and administrative support significantly enhance teachers' professional ability and enthusiasm for teaching food and agriculture. Equal dialogue significantly enhances teachers' professionalism The quality and quantity of sharing. The specific effects of students' learning achievements: Meetings and activities to increase students' interest in food farmer education. Administrative support to increase students' confidence in agriculture and food education learning. Based on the above conclusions, the researcher’s suggestion for curriculum leadership: establish a professional development community or strategic alliance to equip them with curriculum leadership knowledge, plan a variety of food and agriculture education activities, enhance students’ interest in food and agriculture education, and master the relationship between the school and the community. Make good use of formal and informal organizations, streamline administration and make good use of pipelines to enrich the equipment, and actively strive for resources related to food and agriculture education; suggestions to education administrative agencies: continue to cooperate with various organizations to subsidize remote primary schools. Promote food and agriculture education, conduct production-oriented curriculum design related studies. Consider the establishment of small schools, integrate relevant education policies, regularly conduct food and agriculture education seed teacher training, teach teachers at all levels, promote food and agriculture education, and provide food for rural schools to develop food and agriculture education budgets.