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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31129

    Title: 國民小學校本變革策略之研究 : 以臺北縣乙所國小學校社團之推動為例
    Other Titles: Developing student teams of extra-curriculum activity as the strategy for school-based reform : a case study with an elementary school in Taipei county
    Authors: 陳玟伶;Chen, Wen-lin
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清;Wu, Ming-ching
    Keywords: 校本變革;學校社團;School-Based Reform;Student Teams of Extra-Curriculum Activity
    Date: 2009
    Issue Date: 2010-01-11 00:16:13 (UTC+8)
    Abstract: 本研究以台北縣乙所國民小學為個案,從學校校本變革的角度著手,聚焦於學校社團作為推動校本變革策略之探討,藉以了解學校如何以校本精神推動校務創新。
    1. 對於其他學校未來進行校本變革的建議
    2. 對於其他學校未來推動社團的建議
    3. 對於個案學校未來推動社團的建議
    The purpose of this study was to understand how an elementary school promotes school-based reform by developing student teams of extra-curriculum activity as the strategy. An elementary school in Taipei County was purposively selected as the case for study. The school principal and administrators, as well as teachers, who were taking the charge of student teams of extra-curriculum activity, were interviewed for data collection. Questions for the interview were focused on: (1) how did the school principal believe in school-based reform and why did he choose student teams of extra-curriculum activity as the strategy for school-based reform; and (2) how did the school manage the problems and difficulties of the student teams of extra-curriculum activity and what were solutions for those problems and difficulties.
    Based on results of the interview, some conclusions were reached as follows:
    1.School-based reform is the process of school striving for progress and excellence.
    2.The match of instruction and administration is the key to the success of school-based reform.
    3.School-based reform has characteristics such as multiple objectives, wholistic activities, uncertain process, contextual strategy, and meaningful action.
    4.The developmental process of school-based reform includes initation phase、implementation phase and institutionalization phase, and each phase has its core task respectively.
    5.The impetus course of school-based reform should be observed from organization, plan, personnel and resources with a wholistic perspective.
    6.The main difficulties of school-based reform are resources, such as manpower, time and so on.
    7.The school principal is the key initiator and motivator of school-based reform and the special conditions and resource of the school are the main power and foundation of school-based reform.
    Suggestions resulted from the research conclusions for school practice were as follows:
    1.Schools proceed school-based reform in the future should use and integrate resources well. They may prepares for personnel by continued communication and encourage the personnel to develop strategies for school-based reform.
    2.Schools develop student teams of extra-curriculum activity in the future could unify the school peripheral resources and master the school superiority first. They may make good use of the parent or guardian of child strength and seek the assistance of the specialized ability from outside the school.
    3.The elementary school in Taipei County as the case for this study might help the student teams of extra-curriculum activity to reform and use multiple ways to recruit new members. Teachers of student teams of extra-curriculum activity may learn specialized knowledge and skills gradually.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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