國民小學推動知識管理之研究
No Thumbnail Available
Date
2006-06-??
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
本研究旨在探討國民小學推動知識管理的有利條件、困境、功能與策略。採用問卷調查法為主要研究方法，以臺灣地區國民小學教育人員、教育行政機關之教育行政人員和大專校院之專任教育為研究對象，有效樣本為1050人。研究結論如設備與網路架構日趨完善。二、國小推動知識管理最主要困境為獎勵知識分享的誘因不足和知識管理系統不易建構。三、國小推動知識管理的功能，七成受試者認為能夠提升教師專業知能。四、國小推動知管理策略應包括人力資源、資訊設施、知分享和法規制度等四方面。五、不同背景變項之教育人員所知覺的國小推動知識管理策略並無顯著差異。
The primary purpose of this study was to examine the advantageous situations as well as difficulties confronting knowledge management in Taiwan's elementary schools, and the strategies for implementing it. To this end, successful strategies associated with knowledge management in our elementary schools were analyzed. Based on a literature review and survey, the following conclusions were drawn. First, if schools want to implement knowledge management, it will be most advantageous for them to emphasize teachers' professional development and develop and school information infrastructure. Second, for schools that want to implement knowledge management, the main difficulties facing are the lack of an incentive for knowledge sharing and the difficulty of constructing a feasible knowledge management system. Third, enhancing teachers' professional expertise is one of the main strategies for implementing knowledge management in elementary schools. Fourth, knowledge management implementation strategies for elementary schools should include four dimensions: human resources, an information or technological infrastructure, a mechanism for knowledge sharing, and an institutional regulatory system. According to these conclusions, suggestions for educational administration agencies as well as elementary schools were also proposed.
The primary purpose of this study was to examine the advantageous situations as well as difficulties confronting knowledge management in Taiwan's elementary schools, and the strategies for implementing it. To this end, successful strategies associated with knowledge management in our elementary schools were analyzed. Based on a literature review and survey, the following conclusions were drawn. First, if schools want to implement knowledge management, it will be most advantageous for them to emphasize teachers' professional development and develop and school information infrastructure. Second, for schools that want to implement knowledge management, the main difficulties facing are the lack of an incentive for knowledge sharing and the difficulty of constructing a feasible knowledge management system. Third, enhancing teachers' professional expertise is one of the main strategies for implementing knowledge management in elementary schools. Fourth, knowledge management implementation strategies for elementary schools should include four dimensions: human resources, an information or technological infrastructure, a mechanism for knowledge sharing, and an institutional regulatory system. According to these conclusions, suggestions for educational administration agencies as well as elementary schools were also proposed.