幼兒園園長學校本位課程領導之研究－以台北市兩所準公共幼兒園為例

Abstract

在少子化及獨生子女的社會環境下，家長對於幼兒教育極為重視。台北市教育局每年辦理園長領導相關專業知能會議以及幼兒教育教學模式研習會議，以提升園長領導專業能力及對幼兒教育現況的瞭解。本研究旨在探討台北市幼兒園園長學校本位課程領導，瞭解園長在學校本位課程領導中扮演的角色，並分析學校本位課程領導的困境及策略。透過園長學校本位課程領導，進而維護幼兒教育的專業品質。本研究採用質性研究訪談法，運用半結構式訪談與內容分析法，並進行相關文件蒐集與歸納分析。研究對象為台北市兩所準公共幼兒園園長。研究結論所提出的建議，可提供現職幼兒園園長或未來有意成為幼兒園園長或教師之參考。本研究結論如下：一、園長推動學校本位課程的運作園長推動學校願景的動機，應對學校的文化背景與校園周遭特色具備敏銳的觀察力。訂定學校本位目標，需要因地制宜的環境條件願景規劃相互配合，建立學校本位課程發展，積極推動結合在地文化的課程發展，結合資源促進學校本位課程，統整運用人力資源，為課程發展提供實質協助，成功課程發展的關鍵要素。二、園長學校本位課程領導的角色園長在課程領導中所扮演的多元角色，課程規劃的支持者，提供豐富的資源，鼓勵教師參與研習和進修，團隊共識與願景創造者，運用自身的專業能力，以身作則帶領教師進行課程活動，成為彼此的夥伴，奠定互信互助的夥伴關係。園長為溝通協調者，透過雙向討論與相互學習，秉持尊重的態度，提供課程發展上的建議。園長為變革推動者，陪伴教師度過適應過程，循序漸進地放手讓教師實作，累積個人經驗，發展出獨特的教學風格。三、園長學校本位課程領導的困境與策略學校本位課程領導的困境，新舊老師專業傳承不易，當資深教師因工作負荷而無法兼顧指導角色，新進教師又同時面臨環境適應與對校園文化陌生的挑戰。凝聚團隊共識費時，在教學會議以及園長自身的示範，需要多次的討論給予支持與陪伴，使教師在團隊中慢慢感受團隊互助。學校本位課程領導的策略，提升教師的專業能力，解決克服新舊老師專業傳承，創造新舊教師交流的機會，並營造激發教師團隊潛能的環境，讓團隊教師在其中感到安全。重視團隊的互助，穩定團隊的領導力量，園長正向鼓勵與支持，推動學校本位課程永續發展。In the social environment of declining birth rates and single-child families, parents place great emphasis on early childhood education. The Taipei City Department of Education holds annual meetings on principal leadership-related professional competencies and early childhood education teaching model seminars to enhance principals' professional leadership abilities and understanding of the current situation in early childhood education. This study aims to explore the school-based curriculum leadership of kindergarten principals in Taipei City, understand the roles that principals play in school-based curriculum leadership, and analyze the difficulties and strategies of school-based curriculum leadership. Through principals' school-based curriculum leadership, the professional quality of early childhood education can be maintained. This study adopts qualitative research interview methods, utilizing semi-structured interviews and content analysis, and conducting relevant document collection and inductive analysis. The research subjects are principals from two quasi-public kindergartens in Taipei City. The recommendations proposed from the research conclusions can serve as a reference for current kindergarten principals or future aspiring kindergarten principals or teachers. The conclusions of this study are as follows:1.The Operation of Principals in Promoting School-Based Curriculum rincipals' motivation to promote school vision should possess keen observational skills regarding the school's cultural background and surrounding campus characteristics. Setting school-based objectives requires the coordination of localized environmental conditions and vision planning. Establishing school-based curriculum development involves actively promoting curriculum development that integrates local culture, combining resources to enhance school-based curriculum, and comprehensively utilizing human resources to provide substantial assistance for curriculum development, which are key elements for successful curriculum development.2.The Role of Principals in School-Based Curriculum Leadership Principals play multiple roles in curriculum leadership as supporters of curriculum planning, providing abundant resources and encouraging teachers to participate in training and professional development. As creators of team consensus and vision, they utilize their professional abilities and lead by example, guiding teachers in curriculum activities and becoming partners with each other, establishing a foundation of mutual trust and assistance. Principals serve as communicators and coordinators, engaging in two-way discussions and mutual learning while maintaining a respectful attitude and providing suggestions for curriculum development. Principals act as change agents, accompanying teachers through the adaptation process, gradually empowering teachers to practice hands-on, accumulate personal experience, and develop unique teaching styles.3. Challenges and Strategies of Principals' School-Based Curriculum Leadership The challenges of school-based curriculum leadership include the difficulty of professional knowledge transfer between veteran and new teachers. When veteran teachers are unable to fulfill their mentoring roles due to heavy workloads, new teachers simultaneously face the challenges of environmental adaptation and unfamiliarity with campus culture. Building team consensus is time-consuming, requiring multiple discussions through teaching meetings and the principal's own demonstrations to provide support and accompaniment, allowing teachers to gradually experience team mutual assistance.The strategies for school-based curriculum leadership include enhancing teachers' professional abilities, resolving and overcoming the professional knowledge transfer between veteran and new teachers, creating opportunities for interaction between veteran and new teachers, and fostering an environment that stimulates the potential of the teaching team, making team teachers feel secure within it. Emphasizing team mutual assistance, stabilizing the team's leadership strength, and providing positive encouragement and support from the principal to promote the sustainable development of school-based curriculum.