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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73873

    Title: 非學校型態實驗教育機構辦學現況之研究 : 以臺灣中部四所實驗教育機構為例
    Other Titles: The research of non-school mode of experimental educational institution's development situation : the four case studies of experimental educational institution in central Taiwan
    Authors: 劉佳宜;Liu, Jia-yi
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    Keywords: 非學校型態實驗教育機構;另類教育;Non-School Mode of Experimental Educational Institution;Alternative education
    Date: 2011
    Issue Date: 2011-12-28 17:23:25 (UTC+8)
    Abstract: 本研究為質性研究,係以臺灣中部四所非學校型態實驗教育機構的辦學現況為研究焦點,透過文件分析與訪談的方式,紀錄並分析這四所非學校型態實驗教育機構的辦學現況。
    This study is a qualitative research. The purpose of this study is to explore the Non-School Mode of Experimental Educational Institution’s development situation in central Taiwan. We used structured interview and document analysis to analyze the collected coding data, including the cases’ history, specialize, structure and the present development.
    The main results of the study include two parts: one is the conclusion of the four experimental educational institutions’ present situation, including 9 points:
    1.Each institution was established by its own educational idea.
    2.The organization of those institutions involves both teachers and parents.
    3.The structure of those institutions is identified as a cram school.
    4.The institution’s educational idea was fulfilled on its curriculum and environment.
    5.The institution’s curriculum plan divided into 2 parts. One is the main curriculum in the morning, and the other is the vice-curriculum in the afternoon. The institution emphasizes that students should learn and operate by themselves.
    6.The institution based on its own educational idea to employ teachers.
    7.The institution grades students’ paper by qualitative record, not by scores.
    8.Each institution cares about environment education, such as environmental protection and seasonal ceremony.
    9.The institution makes their environment as an open style. And they use students’ works to decorate their office and classrooms.

    And the other one is to analyze those institutions’ development and obstacles, including 7 points:
    1.The source of Consideration committee’s members is not fairness, and the Consideration’s time interval is different from each county. And about handing in their experiment education program books to the government becomes a routine, not meaningful.
    2.The evaluation to the experimental educational institution is often, and sometimes not benefits to encourage their teaching quality.
    3.Because the experimental educational institutions are regarded as non-school, they couldn’t give their students legal graduation certificates.
    4.The institution’s educational idea sometimes couldn’t be accepted by the public.
    5.The institutions have to collect fund by themselves. And they have no support from the government.
    6.When the institutions employ their teachers, they would have some realistic problems, such as the payment and years of experience.
    7.Without the support of the tuition and the recent educational system, parents would like to choose general schools instead of the experimental educational institutions.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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