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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/79135


    Title: 幼稚園課程轉型相關因素之研討
    Other Titles: Factors Involved in the Process of Kindergarten Curriculum Reform
    Authors: 簡楚瑛
    Chien, Chu-Ying
    Contributors: 幼教所
    Keywords: 課程改革；幼兒教育；幼稚園專業成長；轉型領導
    curriculum reform；early childhood education；kindergarten profession development；transformational leadership
    Date: 2006
    Issue Date: 2015-10-30 17:15:28 (UTC+8)
    Abstract: 本研究旨在探討幼稚園課程轉型中，所涉及之組織性和個別性的因素及其交互作用影響所致轉型歷程中各個階段的現象和問題。研究中以一自願進行課程轉型的幼稚園為研究對象，採用詮釋性研究方法，透過晤談、觀察、文件檔案建立及座談等方式收集資料，並以彼得．聖吉（郭進隆譯，民83）學習型組織之五項修練的概念Fullan（1991）教育改革之階段分析為本研究資料分析之參考架構。
    研究發現幼稚園課程轉型之經驗受園中各項個多因素與組織因素交互作用之影響。轉型歷程中各個階段皆有其左右轉型成敗之功用而各階段之表現乃是上述個別與組織因素交織之結果。換言之，幼稚園課程轉型乃是一整體系統性的變化，並非只是更換課程內容即可奏效，系統性的瞭解和支持實為轉型中不可或缺的。
    研究結果分：教師專業自主問題、園長角色的自覺與界定問題、轉型領導的問題、支援系統問題、組織因素與個人因素之關係和課程改革進程等六個方向加以討論，並根據研究結果與討論提出四方面十三大項建議。
    This study explores the individual and organizational factors involved in the process of kindergarten curriculum reform, how those factors interact with one another, and how the interactions of the factors affect the phases of the reform process. The participant was a kindergarten program which voluntarily implemented a new curriculum model. An interpretive research approach is used. Data was collected through interviews, observations, documents, and discussions. Peter Senge’s（1994）theory of the learning organization and its five disciplines as well as Michae Fullan’s （1991）analysis of the phases of educational reform were adopted as the framework for data analysis. The findings of this study suggests that kindergarten curriculum reform is affected by the interactions among individual and organizational factors；each phase in the reform process has its unique functions for the success or failure of the reform；and the individual and organizational factors intertwined to form the programs’ and its personnel’s experiences in each phase. In other words, the reform of curriculum actually involves holistic systemic changes of the program, instead of simply changing the curriculum content. Organizational support and understanding and effective leadership are crucial to the success of the reform. The conclusions of this report include issues on the autonomy of the teachers, the role and definition of the director’s leadership, transformation leadership, support systems, interactions among the individual and organizational factors, and phases of the reform process. The researchers propose 13 suggestions in four main areas based on the results of this study.
    Relation: 教育與心理研究, 21, 251-274
    Data Type: article
    Appears in Collections:[幼兒教育研究所] 期刊論文

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