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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/93688

    Title: 知識管理在地方教育行政機關應用之研究 : 以新北市教育研究發展科的「新北市國中小課程與教學扎根計畫」為例
    Other Titles: Case study of New Taipei City bureau of education research and development's "New Taipei City elementary and jounior hing curriculum and teaching plans rooted" of knowledge mangement applied in local educational authorities
    Authors: 郭仕文;Kuo, Shih-Wen
    Contributors: 淡江大學教育政策與領導研究所碩士班
    薛雅慈;Hsu, Ya-ci
    Keywords: 知識管理;地方教育行政機關;Knowledge Management;Local educational authorities
    Date: 2013
    Issue Date: 2014-01-23 13:24:57 (UTC+8)
    Abstract: 本研究旨在探討地方教育行政機關應用知識管理之研究,研究對象為新北市教育研究發展科的「新北市國中小課程與教學扎根計畫」。為求研究之主題有深入的了解,本研究採用質性研究法,以文件分析、訪談法為研究技巧,對相關文件、訪談記錄之資料進行分析,據以得出以下結論:
    The objective of this study is to investigate the knowledge management applied in local educational authorities.The case study of New Taipei City Bureau of Education Research and Development’s“New Taipei City elementary and jounior hing curriculum and teaching plans rooted”.
    The qualitative research method was adopted to thoroughly understand the theme of this study. Literature review and qualitative interviewing were applied in this sudy. The related data, the interview records were analyzed and integrated. The findinga of this study are shown as follows.
    1. In the actuation elements of knowledge management, and its visionary leadership strategy is leadership, personalization KM strategy and organize study groups to break standard, and enhanced interaction between members. Performance management is done through problem analysis and induction, and the establishment of Curriculum Advisory group to enhance the overall curriculum planning profession. Objective accumulated valuable knowledge of information technology, building classification principles should first understand the needs and habits, it is important to be able to share and stored messages, but this exchange platform lack of professional and technical personnel management, organizational systems excessive phenomenon. Emphasis on building organizational culture is at ease speaking environment, training members to understand their role, thinking and ability to integrate education policy.
    2. In the process of knowledge management, and its creation of knowledge is to master the implicit knowledge, personal experience to play. Confirm Knowledge is constructed “New Taipei lesson plan”. Gathering knowledge and mastery of curriculum theory is to enhance knowledge. Organizational knowledge is the detailed planning "New Taipei lesson plan" framework. Adaptation knowledge through informative meetings, the instrument of tacit knowledge. Use of knowledge within the organization is able to induce integration, research and development of the spirit of play.
    3.The plight of the three knowledge management, knowledge sharing time consuming, difficult to unite professional consensus , interdepartmental inconsistent pace.
    According to the above conclusion, this study provides other counties related educational research institutions, or organizations related to curriculum and instruction to promote specific proposals as a knowledge management application reference.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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