趙惠玲CHAO, HUI-LING溫知穎WEN, CHIH-YIN2020-12-102015-2-242020-12-102015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN060160001T%22.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/115193本研究以高中美術學科中心教師專業學習社群為對象，從知識管理的觀點詮釋社群成員的知識推廣與資源整合，並探討成員間知識分享之協商與互動歷程，以及分析社群成員拓展視野、實踐學科需求與提供實務知識的過程。研究將訪談社群內部的成員，包含：研發與種子教師、行政人員、專家諮詢委員等三方人員，以收集主要研究資料，輔以觀察記錄與文件資料的輔助。透過前述資料分析，釐清學科中心社群成員知識管理的實踐途徑與策略，梳理其對高中美術學科知識的型塑脈絡，進而瞭解整體社群知識管理的樣貌。本研究依據研究目的與問題獲致結論，分述如下： （一）系統化知識管理策略與實踐歷程 1、藉由內、外部活動的經營，實踐知識推廣的理念。 2、透過資訊科技的儲存功能，協助社群知識庫的建立。 3、美術學科知識的詮釋，影響學科定位與教師知識管理。 4、社群成員與網際網路的雙向途徑，影響知識流通的實際情況。 （二）社會化知識分享策略與實踐歷程 1、透過教師之間的社會化知識分享活動，建立教學相長的夥伴關係。 2、透過知識分享的互動與對話歷程，催化個體的成長與改變。 3、利用資訊科技的優勢，增加知識分享的溝通效率。 （三）個人化知識管理策略與實踐歷程 1、由多元途徑來獲取知識，累積個人專業知識內涵。 2、教師做為知識轉化的主體，將課程政策落實於實務教學。 3、持續不斷的創新與應用知識，展現教師自我的價值。 最後，本研究亦對高中美術學科中心之知識管理策略與實踐。以及未來研究取向提出建議。Using Senior High School Fine Arts Education Resource Center as the research target, this study interpreted its members’ knowledge promotion and resources integration from the viewpoint of knowledge management, and explored the sharing of knowledge among members in consulting and interacting processes. Meanwhile, it also analyzed the processes how members expanding their horizons, practice discipline needs and provide practical knowledge. This study interviewed tripartite members within the community, including researchers and development teachers, seed teachers, administrative staff, and expert advisory consultants, as the main research data. The study also employed observations and documentation as the auxiliary research data. By analyzing the data, we can have an insight to the practical approaches and strategies of the knowledge management, the structure of the senior high school at pedagogical knowledge, and the overall understanding of knowledge management in community members. Based on the analysis, we conclude: I. Systematic knowledge management strategies and practices 1. Internal and external activities held by community would accomplish the concept of knowledge promotion. 2. Using technical storage would help build the community knowledge base. 3. The interpretation of art pedagogical knowledge would affect the subject position and teacher knowledge management. 4. Community members and the internet would influence the knowledge circulation. II. Socialization knowledge management strategies and practices 1. Knowledge sharing activities among teachers would build partnerships in both teaching and learning. 2. Interaction and dialogue processes of knowledge sharing would catalyse the growth and change of individuals. 3. Taking advantage of information technology would increase the efficiency of knowledge sharing communication. III. Personal knowledge management strategies and practices 1. Acquiring knowledge by diverse approaches would accumulate professional knowledge. 2. Teachers as a medium for knowledge transfering would implement curriculum policy in practice teaching. 3. Through continuous innovation and the application of knowledge, teachers' self-fulfillment would be built. Finally, suggestions were made for senior high school Fine Arts Education Resource Center knowledge management strategies and practices as well as for future research.知識知識管理高中美術學科中心教師專業學習社群KnowledgeKnowledge ManagementSenior High School Fine Arts Education Resource CenterTeacher ProfessionalLearning Community