學校教育標竿學習之行動研究-校務評鑑結果的加值應用(I)

Abstract

標竿學習是一種經由自我理解，尋求可進一步發展的項目，尋找值得仿效的標竿對象，經由系統性的觀察、比較與分析，擬訂可行策略並持續學習與改進的過程。近來學校教育標竿盛行，如美國的藍帶學校及甫結束的英國燈塔學校。在台灣，台北市的優質學校、新北市的卓越學校或是桃園縣的特色學校均是學校教育標竿的展現。另一方面，校務評鑑已成為目前台灣中小學例行性的重要工作，經由自我評鑑及外部評鑑以確保學校教育品質，每年均耗費相當多的人力與經費，但在評鑑結果的應用上，除了提供學校改進參考或獎勵外，並無更積極的作法促使學校更進一步的發展，相當可惜。教育目的不在擇優汰劣，而是共好的事業，教育評鑑的目的也是一樣。本研究擬援引標竿學習的概念與作法，以行動研究的方式，從校務評鑑出發，探討學校可進一步發展的方向，尋找值得仿效的標竿，經由觀察與分析，擬訂策略並據以實踐，期望能讓校務評鑑結果的應用更有價值。並將研究結果及可行性分析，提供教育行政當局及學校參考。

Benchmarking is a process of looking for further development items by self-realization, and a process of setting possible strategies, and keeping continuous learning and improvement by systematic observation, comparison and analysis. Recently, benchmark schools prevail, such as American Blue Ribbon School, and Beacon School which has just finished. In Taiwan, the demonstrations of benchmark schools are Taipei Quality School, Xinbei City Excellent School as well as Features Schools in Taoyuan County. On the other hand, School Evaluation has currently become an important routine in primary and secondary schools in Taiwan. Each year, it costs lots of manpower and funding to ensure the quality of school education by taking self-evaluation and external evaluation. But for the applications of the results of evaluation, there is no more active approach to promote further development in school, except for providing information or incentives to improve schools. The purpose of education is not to select the best and eliminate the inferior, but to enhance and promote education-related things to a better place, and so is education evaluation.This research would refer the concept and practices of benchmarking with action research method, starting from school evaluation, and explore the direction of school further development, seeking benchmark that is worth emulating.This research would develop strategies through observation and analysis, and then practice. Expect to make the applications of the results of school evaluation more valuable and provide educational administrative authorities and schools with the results of the research and feasibility analysis as a reference.

有鑒於教育應是互相學習成長的共好事業，不論是否評鑑所需而進行觀摩學習，現今各級學校在接受任一評鑑之後，對於評鑑結果的應用僅止於改善被評鑑為不良的項目，將結果的加值應用，如標竿學習的渴望卻止步於理論，讓台灣許多標竿學校、典範對象無用武之地，然而本研究之個案學校於100學年度需接受校務評鑑。 因此本研究旨在探討學校教育以校務評鑑為例及標竿學習，對個案學校之學校教育、校務評鑑、標竿學習以及評鑑結果的加值應用進行行動研究，以提供具體建議供各級學校做參考。In views of education should be a mutual learning and growing cause of the commend good, whether or not evaluation need to learn from other school or people. Nowadays, application of the results for the evaluation was only limited improvement for the poor project evaluation after schools receiving any evaluation. Schools apply the value-added of results for example desire benchmarking but stop at the theoretical let Taiwan’s many benchmarking schools、object model are useless. However, the case school in 100 school year should be accepted the school evaluation. Therefore, this study was discussion the case study of school education to school evaluation and benchmarking. It is the case school that action research for school education、school evaluation、benchmarking and the results of evaluation of the value-added applications. It can be provided specific recommendations for schools at all levels for reference.