| Abstract: | 本整合型計畫將蘊含領導與學習典範轉變的十二年國教課綱，做為介入學校的變革政策，選擇校長領導、中層領導、教師學習與教育評鑑做為學校變革的四項推力，並以全面觀照認知、情意與行動面向的「認同」與「實踐」做為二軸線，進行探究。有鑑於新課綱鑲嵌了西方概念的「教育觀」，故為了解東西方概念與慣習在相互碰撞下可能產生的狀態，「文化」將作為觀看與分析現象的視角。本整合型計畫原於107年度申請三年期計畫，惟各子計畫被核定之年份為一至二年，為讓本十二年國教課程變革之研究更形完整，乃於原計畫之基礎上，申請延續型兩年期之第二階段研究。具體言之，以國、高中為範圍，運用質性與量化多元方法進行探討。延續第一階段對於十二年國教課程變革的形構脈絡與政策內涵之釐析，以及在新課綱準備期及實施期的第一年中，學校行動主體面對課程變革的認同與實踐之探究；本計畫第二階段將隨著新課綱進入實施期，聚焦於捕捉四項推力的行動主體在第一輪實施期中的第二、三年，面對變革的認同與實踐之歷時動態轉變，並進一步檢視學校在經歷第一輪新課綱實施周期後，在推動課程變革上的成效；最後則擬綜合兩階段研究所得，建立文化視角下學校變革的詮釋模式。而子計畫一以四項學校變革推力中的「校長領導」為主題，將研究聚焦於校長領導做探討。透過細緻處理行動主體在變革過程中，認同與實踐中在認知、情意與行動等面向辯證發展的樣貌，並融入文化觀點揭露在地邏輯，祈能提出具有文化、政策與實務意涵的研究結論。
In this Integrated Project, we investigate the process of the latest education reform in Taiwan –The Curriculum Guideline of 12-year Basic Education. The dialectical development between "identity" and "practice" that covers aspects of cognition, affection and action is the main theme of the study. While each subproject focuses on the role of one of the four driving forces in shaping school change: principal leadership, middle leadership, teacher learning and educational evaluation, the integration of these data aims at mapping the organizational change as a whole. A cultural perspective is adopted to examine the possible obstacles and local adaptation to the global paradigm shift of leadership and learning concepts embedded in the new Curriculum Guideline. This Integrated Project was originally applied as a three-year plan in 2016, but each subproject got the grant of only one to two years. In order to synchronize the projects and most importantly, to understand the dynamic process in the first round of implementation more thoroughly, we propose a continued two-year project as the second phase of the former research. In a nutshell, this project recruits secondary schools and uses qualitative and quantitative methods. The first phase research built a basis upon which the second-phase study could work, including the analysis of the content and context of the Curriculum Guideline of 12-year Basic Education, and the examined school actors’ change readiness of cognition, affection and action in the course of the new curriculum preparation phase and the first year of implementation. The second phase of research will focus on exploring the changes of "identity" and "practice" over time and the dynamic interaction in between during the second and third year of the first round of implementation period. Also, we will examine the effects of schools’ efforts in driving curriculum changes after the first round of new curriculum implementation. Finally, this project aims to construct an interpretive model with a cultural perspective. Among the key forces driving school change, Sub-project One focus on "principal leadership" as the target of study. By exploring the dialectical development of identify and practice of the subject in the process of change in a meticulous manner encompassing the aspects of cognition, affection, and action, along with the cultural perspective employed to disclose the local logic, the project aims to broaden our theoretical understanding of change processes in non-Western contexts, and also to bring insight to practical endeavors fostering successful change in schools both in Asia and throughout the world. |
