| Abstract: | 本研究旨在建構課程政策執行模式，進行時先探討課程政策執行的相關概念，形成初步之課程政策執行分析架構，並以此架構探究各層級執行九年一貫課程政策之情形，再以此本土性資料逐步修正分析架構，其後方完成我國國民中小學課程政策執行模式之建構。除採取理論探討，另採訪談的方式蒐集資料，為提高資料的真實性及可用性，研究者輔以文件分析、參與活動及焦點團體等方法。
依上述目的與方法，本研究獲致下列結論：
壹、我國國民中小學課程政策執行模式方面
一、本模式基本理念深受哲學、政治學、心理學、社會學、課程理論、政策執行模式的影響，這些學門或理論提供多元、豐富、深厚的觀點，是課程政策執行模式的主要理論基礎。
二、中央、地方、學校、教室四層級間存在越級互動之關係，但在頻率及強弱上仍有分別，其中以「學校-教師」的關係，在程度上最為密切相關。
三、課程政策執行知覺面具有共同基礎，各層級知覺可據課程政策內涵之認同度及一致性進行比較，其造成落差的原因為詮釋者角色、政策及傳播因素。
四、各層級在課程政策執行運作面各有不同重點與項目，雖無法直接進行比較，但可以課程政策執行之過程、策略及課程政策三構面為綱，進行整體性執行狀態之分析。
五、相互調適現象不僅發生於知行間，知行與層級二者亦有相互作用之情形。而造成知行有所落差的原因，各層有各自之因素，歸納而言有環境因素、制度因素、政策因素、策略因素、人員因素。
六、影響我國國民申小學課程政策執行的重要因素，整體而言可歸納為六類，分別是環境因素、制度因素、政策因素、組織因素、人員因素及策略因素。
貳、九年一貫課程政策執行方面
一、九年一貫課程政策構想先是從「課程總綱」的研訂開始著手，繼之，發展領域綱要內容，同時亦修訂其法源依據，並逐步研訂出配套措施。九年一貫課程改革係朝向「鬆綁、彈性、整合、配合時代脈動」的方向，並具有九項特色。
二、以課程綱要著眼，各課程綱要核心概念被知覺到的表面意義頗具一致性，但就深度內涵而言，各受訪者所重之焦點，仍有歧異；以層級著眼，各層級對課程綱要核心概念的認同度在中高程度以上，但各層級所知覺到的內涵，地方、學校、教室層級與中央間仍存有差距，尤以教室層級最為明顯。
三、四層級權責不明，且執行過程經常發生自主調整之情形，九年一貫課程政策執行成敗之責將難以釐清;執行過程顯出理解不足且缺乏評鑑；在執行策略上申央採取主動性支持與介入策略、其他層級多為保守漸變。
本研究根據上述結果，提出七項應用本模式之建議與三項後續研究之建議；並就九年一貫課程政策執行方面，對教育部、教育局、學校、教師、師資培育機構、家長提出建議，供作未來對課程政策研究及從事教育改革之參考。
The purpose of this research is on the construction of curriculum policy implementation model. Firstly, concepts about the above topic are inquired to form the analyzed basic structure of curriculum policy implementation. The structure is then used for analyzing the current situation of the different levels associated with the Nine Years Curriculum Policy in Taiwan. Moreover, local information is collected to fine-tune the originally analyzed structure. Thus, the model about Taiwan`s Elementary and Junior High Schools curriculum policy implementation is constructed. The approach in doing this research is not only theoretical analysis, but also information-gathering by interviewing people in the field concerned. Furthermore, the researcher also uses various skills such as document analysis, activities participation, and focus group to raise the reliability of the data. Based on the objective and method, the conclusions are shown as follows:
Part one: The Curriculum Policy Implementation Model
1.The perspectives and theories of different academic fields such as Philosophy, Political Science, Psychology, Sociology, Curriculum Theory, and Policy Implementation have been used as this research`s basic foundation and they have provided a variety of helpful concepts for this research.
2.Four hierarchical levels - the central government, local government, schools and classrooms ( teachers ) are involved in the Curriculum Policy Implementation Model. However, it is quite normal for a certain level to interact with higher or lower levels bypassing the ones directly a boveorbelow it. Among the above four levels, the schools/ teachers interaction is closely linked to each other.
3.The different levels` perceptional dimensions of curriculum policy implementation have a common base. This study finds there is a gap between them. It is resulted from the role factors, policy factors as well as propagation factors.
4.The different levels` operational dimensions of curriculum police implementation have different priorities. Though it is not possible to compare them on an equal footing, however, we can have a rough idea about the whole implementation process through analyzing the process of curriculum policy implementation, their specific strategies as well. as the structure of curriculum policy such as: curriculum framework, regulations, and related programs.
5.Mutual adaptation and accommodations occur injunctions between the adjacent two dimensions. The gap between the different levels is due to circumstance factors, institution factors, policy factors, strategy factors as well as staff factors.
6.To sum up, the Taiwan`s Elementary schools and Junior High schools` curriculum policy implementation is affected by six main factors: circumstance factors, institution factors, policy factors, organization factors, staff factors as well as strategy factors.
Part Two: The Implementation of The Nine Years Curriculum Policy
1.The planning process of The Nine Years Curriculum Policy started with drawing up curriculum guidelines at the ministerial level. And then, each learning area`s outline was developed. Meanwhile legal amendments were made in the Legislative Yuan and some related plans were set up accordingly. In essence, the Nine Years Curriculum Policy was geared towards deregulation, flexibility, integration, and in conformity with social development.
2. As far as curriculum framework is concerned, the different levels seem to have a same idea about the core conception. However, each interviewee has different point of view and interpretation about it. As far as the four different levels are concerned, they seem to have an above average standard similarity about the curriculum overview`s details. On the other hand, the perception of the local government, schools and classroom are slightly different from the one of Central government. The most obvious difference is found between the classroom level and the Central government level.
3.The responsibility incurring to each level was not clearly defined. Very often accommodations take p lace i n the different s tage o fi mplementation. Thus, the success or failure of the Nine Years Curriculum Policy has become difficult to determine. During the implementing process, there was a lot of misunderstanding of directives and an evaluation mechanism is not in place. In implementation, different approaches surface: the Central government actively supports and intervenes in the implementing process; on the other hand, the other three levels, however, took a more reserved approach.
According to the above findings, the author of this paper proposes seven recommendations those actors in the application of the model; three recommendations for future research. This author also proposes tothe Ministry of Education, local education authorities, school principals, teachers, teachers training institutions and parents his ideas and suggestions about the curriculum policy implementation. |
