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    Title: 一所國中推動學習共同體之變革研究 : 關注本位模式觀點
    Other Titles: A study on the change propelled by the Learning Community in junior high school : the perspective of concern-based adoption model
    Authors: 洪祥瑀;Hung, Hsiang-Yu
    Contributors: 淡江大學教育政策與領導研究所碩士班
    潘慧玲;Pan, Hui-Ling
    Keywords: 學習共同體;組織變革;關注本位模式;learning community;Organizational Change;concern-based adoption model
    Date: 2015
    Issue Date: 2016-01-22 14:44:58 (UTC+8)
    Abstract: 論文提要內容:
    本研究以一所國中為個案學校,探討其在推展學習共同體的脈絡,並以關注本位模式中教師關注三階段之理論為分析架構,針對變革促進者(校長)之支持性作為與使用者(教師)在三階段中的轉變作探討。
    本研究以一位校長、五位教師為對象進行訪談,輔以文件分析及現場觀察,並將所蒐集資料進行統整分析,研究發現變革促進者為啟動學習共同體的關鍵,引動使用者加入參與行列,進而帶動改變整體學校學習風氣。所獲研究結論如下:
    壹、個案學校推動學習共同體係在組織外部教改與內部成員力量促動的脈絡下展開
    一、十二年國民基本教育與臺北市教育局的政策倡導帶動學校致力於學習共同體的推動
    二、校長理念的倡導與過去教師的經驗開啟學校發展學習共同體的大門

    貳、校長在準備階段與過渡階段分別針對人力與物力的運用做出不同的支持性作為
    一、校長在準備階段,調動行政人員、領導教師人力與引進專家資源,並申請專案經費,以利學習共同體之發展。
    二、校長在過渡階段,穩固教師關係、培養種子教師與舉辦親子講座,並調整教室空間,使學習共同體穩定發展。
    參、教師實施學習共同體呈現三階段關注的改變,且隨階段之發展愈趨成熟
    一、教師於自我關注階段,為了改變孩子學習而加入學習共同體,但流於形式的「模仿」,直接套用日本的教育模式。
    二、任務關注階段的教師重視學習共同體精神的掌握,不只是制式化的仿效。
    三、影響關注階段的教師為了使學生學習更好而進行自我調整,並確實落實領域內或跨領域的協作。
      最後根據本研究發現與結論,針對主管教育行政機關、學校、參與教師、後續研究提出相關建議。

    關鍵字:學習共同體、組織變革、關注本位模式
    A case school implementing learning community (LC) was recruited for the study. The perspective of concern-based adoption model (CBAM) was used, especially the three-stage theory of teacher concerns. The study aimed to investigate the change process of the change facilitator''s (principal’s) supportive actions and the users (teachers).

    The research methods included interviews with a principal and five teachers. Document analysis and field observations were also used.It was found that the principal was the key person to initiate the change. She prompted the teachers to participate in the Learning Community and furthermore alter the learning climate of the school. My research conclusions are as follows:

    1. The case school implemented the Learning Community in the context of the external education reform and the internal organizational force.

    (1) The Department of Education started to implement the 12 year Compulsory Education, and it changed the students'' learning atmosphere and changed policy making of Taipei City''s Bureau of Education.
    (2) The principal executes her ideals for the school as well as the experience of the teachers.

    2. During the preparation stage and transitional stage, the principal had applied manpower and resources doing different supportive action.

    (1) During the preparation stage, the principal arranged manpower and resources to enhance the administrative effectiveness by slowly replacing the staff and also strategically leading teachers. An expertise system was also introduced as well as increasing counseling resources and funding from the Bureau of Education .

    (2) During the transitional stage, the teachers and the principal established friendship and the principal attracted new generation teachers into the Learning Community. Parent-teacher conferences were also held periodically which helped the teachers communicate with parents. A wide-scale adjustment to clear up more classroom space led to a more diverse learning environment and gave the teachers more supportive actions when participating with the students in the learning community.

    3. For the three concerns stages, we are able to witness the teachers'' change of view towards the Learning Community and how each stage matures after each development.

    (1) In the self-concerns stage, in order to change the students'' learning ways, teachers joined the Learning Community. However, in this stage teachers’ imitation of learning was invoked and a Japanese learning method was directly applied.

    (2) In the task-concerns stage, the teachers emphasized the importance of the essence of the learning community rather than see it as copy of regularization

    (3) In the impact-concerns stage, teachers in order to let students learn more, they adjusted themselves and also worked out collaboration with teachers of different domains.

    Finally, based on the findings and conclusions of the study, suggestions for the education authority, school administrators, school teachers and the future study were proposed.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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