課程領導的運作與實踐：外部專家入校協助之個案研究
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2022
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因應十二年國教新課綱的變革，國民中學需自行發展校本彈性課程，致使各校對於課程領導與課程發展的增能需求應運而生；在眾多增能活動辦理形式中，「外部專家入校協助」是一種有效且可行的作法。本研究旨在探討中學場域中外部專家入校協助課程發展的機制與影響，欲瞭解外部專家可能發揮的課程領導作用，以及其對學校人員之課程領導能力所產生的影響。本研究以課程領導的應用與深耕計畫為研究場域，採用半結構式訪談法與文件分析法，以臺灣的一所國民中學及其長期合作的外部專家為研究對象，訪談7名學校人員與外部專家，並檢視相關會議記錄共計20份，將結果討論分析並回應研究問題。歸納本研究之結論如下：
1. 滿足課程發展各時期需求的「便利商店」：多角色、多功能的外部專家
2. 課程領導者的範疇可被重新定義：納入討論外部專家
3. 實踐課程領導的新取向：外部專家長期入校協助
4. 未來的沙塔國中：可獨立發展課程並應需求主動尋求外部協助
最後依據研究結論提出具體建議，以供教育行政當局、有課程發展需求的學校機構以及未來相關研究作參考。
In response to the curriculum reform in 12-year basic education, all of the junior high schools in Taiwan need to develop school-based alternative curriculum on their own, resulting in schools’ demand for curriculum leadership and curriculum development."Cooperating with the consultant" is an effective and feasible strategy. This research aims to explore the mechanism and influence of external consultants entering the school to assist curriculum development in junior high schools, and to understand the possible curriculum leadership role of external consultants and its impact on the curriculum leadership ability of school personnel. This research takes a 3-year project to assist junior high schools to develop a school-based curriculum as the research field. It adopts semi-structured interview method and document analysis method, takes a national high school in Taiwan and its long-term cooperation external consultant as the research object, and interviews 7 school personnel and the external consultants and reviewing 20 relevant meeting records.The conclusions of this study are summarized as follows:1. External consultants have corresponding multiple roles and functions in different stages of curriculum development.2. External consultants should be included in the discussion of curriculum leaders.3. Long-term cooperation with external consultants can enhance the school's curriculum leadership. 4. Some of the influence exerted by external consultants is not easy to be replaced by school personnel. Finally, specific suggestions are put forward based on the research conclusions for reference by educational administrations, schools with curriculum development needs, and related research in the future.
In response to the curriculum reform in 12-year basic education, all of the junior high schools in Taiwan need to develop school-based alternative curriculum on their own, resulting in schools’ demand for curriculum leadership and curriculum development."Cooperating with the consultant" is an effective and feasible strategy. This research aims to explore the mechanism and influence of external consultants entering the school to assist curriculum development in junior high schools, and to understand the possible curriculum leadership role of external consultants and its impact on the curriculum leadership ability of school personnel. This research takes a 3-year project to assist junior high schools to develop a school-based curriculum as the research field. It adopts semi-structured interview method and document analysis method, takes a national high school in Taiwan and its long-term cooperation external consultant as the research object, and interviews 7 school personnel and the external consultants and reviewing 20 relevant meeting records.The conclusions of this study are summarized as follows:1. External consultants have corresponding multiple roles and functions in different stages of curriculum development.2. External consultants should be included in the discussion of curriculum leaders.3. Long-term cooperation with external consultants can enhance the school's curriculum leadership. 4. Some of the influence exerted by external consultants is not easy to be replaced by school personnel. Finally, specific suggestions are put forward based on the research conclusions for reference by educational administrations, schools with curriculum development needs, and related research in the future.
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外部專家, 課程領導, 介入式學校改進, external consultant, curriculum leadership, school improvement