應用變革準備度探討普通高級中學設立人文社會類實驗班發展及轉型之研究

Abstract

本研究旨在探討普通高級中學設立的人文社會類實驗班在轉型經營過程中的歷程與挑戰。研究聚焦於此類實驗班在面對國家雙語教育政策推動及科技重於人文的時代趨勢下，學校如何透過轉型獲取正當性與合法性的資源支持，並藉此促進教學領域的發展，進一步支持實驗課程的設計與實施，以爭取到社區學生與家長的認同與支持。 本研究採用質性研究中的案例研究法，透過半結構式訪談深入了解人文社會類實驗班的轉型歷程、影響轉型的關鍵因素，以及轉型後對學校與社區的影響；在學校進行實驗班轉型的過程中，將面臨來自組織內部的阻力以及外部條件的影響。這些內外部因素共同構成了影響轉型成效的關鍵因素。本研究將探討領導團隊如何克服內部阻力，並有效利用外部條件的集體智慧，以促進轉型的成功。研究者根據研究結果提出具體建議，供有意推動實驗班轉型經營的學校參考。以下為研究結論，共有三點：一、人文社會類實驗班的轉型基於回應教育政策及家長和學生的期待二、教師積極參與為轉型過程中克服內在阻力及善用外部條件的關鍵因素三、實驗班轉型有助於落實在地就學及提升學生學習表現 最後，研究者提出對於學校爭取外部資源的建議及對於未來研究的建議，希望透過前述建議，使教育資源共享，提供有志辦理實驗教育之學校參考意見。This study aims to explore the journey and challenges faced by the humanities and social sciences experimental classes established in general senior high schools during their transformation process. The research focuses on how these experimental classes respond to the national bilingual education policy and the trend of prioritizing technology over humanities. It examines how schools can gain legitimacy and resource support through transformation, thereby promoting the development of the teaching field, further supporting the design and implementation of experimental curricula, and gaining recognition and support from community students and parents.This study employs a qualitative research method, specifically a case study approach, utilizing semi-structured interviews to gain an in-depth understanding of the transformation process of humanities and social sciences experimental classes, the key factors influencing the transformation, and the impact on schools and communities post-transformation. The transformation process will encounter internal resistance from the organization as well as external conditional influences. These internal and external factors collectively constitute the key elements affecting the effectiveness of the transformation. This study will explore how the leadership team overcomes internal resistance and effectively utilizes the collective wisdom of external conditions to facilitate successful transformation. Based on the research findings, the researcher provides specific recommendations for schools intending to promote the transformation of experimental classes. The conclusions of the study can be summarized in three points:1.The transformation of humanities and social sciences experimental classes is based on responding to educational policies and the expectations of parents and students.2.Active teacher participation is a key factor in overcoming internal resistance and effectively utilizing external conditions during the transformation process.3.The transformation of experimental classes contributes to local enrollment and enhances student learning performance.Finally, the researcher offers suggestions for schools to secure external resources and recommendations for future research, hoping that these suggestions will facilitate the sharing of educational resources and provide reference opinions for schools aspiring to implement experimental education.