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題名 我國國民中小學課程政策執行模式之建構--以九年一貫課程政策為例
The construction of curriculm policy implementation model for elementary and junior high schools - the case of the nine years curriculum policy in Taiwan作者 彭富源 貢獻者 黃炳煌<br>秦夢群
彭富源日期 2001 上傳時間 18-九月-2009 18:22:33 (UTC+8) 摘要 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.描述 博士
國立政治大學
教育研究所
87152505
90資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCU3552012 資料類型 thesis dc.contributor.advisor 黃炳煌<br>秦夢群 zh_TW dc.contributor.author (作者) 彭富源 zh_TW dc.creator (作者) 彭富源 zh_TW dc.date (日期) 2001 en_US dc.date.accessioned 18-九月-2009 18:22:33 (UTC+8) - dc.date.available 18-九月-2009 18:22:33 (UTC+8) - dc.date.issued (上傳時間) 18-九月-2009 18:22:33 (UTC+8) - dc.identifier (其他 識別碼) G91NCCU3552012 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/36355 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 87152505 zh_TW dc.description (描述) 90 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論-----1 第一節 研究動機與研究目的-----1 第二節 名詞釋義與研究範圍-----6 第三節 研究架構與研究方法-----9 第四節 研究步驟與研究限制-----22 第二章 課 程政策執行的理論探究-----24 第一節 課程政策執行之意涵-----24 第二節 課程政策執行之主要理論基礎-----43 第三節 課程政策執行之過程、影響因素與策略-----66 第四節 政策執行模式之引介與評析-----104 第五節 課程政策執行之初步分析架構-----116 第三章 課程政策：九年一貫課程政策與試辦-----124 第一節 九年一貫課程政策之制定-----125 第二節 九年一貫課程綱要之內容與特色-----134 第三節 九年一貫課程試辦情形-----155 第四節 試辦情形綜合評述-----172 第四章 課程政策執行的知覺面：各層級對課程政策核心概念之知覺及其比較-----178 第一節 開放鬆綁-----178 第二節 學校本位課程發展-----182 第三節 課程統整-----187 第四節 基本能力-----195 第五節 本章小結-----202 第五章 課程政策執行的運作面：課程政策執行情形之分析-----204 第一節 中央層級執行情形之分析-----204 第二節 地方層級執行情形之分析-----216 第三節 學校層級執行情形之分析-----228 第四節 教室層級執行情形之分析-----243 第五節 本章小結-----255 第六章 我國國民中小學課程政策執行模式之建立與特色-----257 第一節 課程政策執行之知覺面-----258 第二節 課程政策執行之運作面-----265 第三節 知覺面與運作面之落差-----278 第四節 互動與調適-----290 第五節 特色與價值-----295 第七章 結論與建議-----298 第一節 結論-----298 第二節 建議-----310 參考文獻-----320 附錄-----338 附錄一 教育部相關報告書、會議資料及其他有關公文、文件-----338 附錄二 提供會議紀錄學校一覽表-----340 附錄三 受訪者訪談一覽表-----341 附錄四 訪談大綱-----342 附錄五 研究者參與之重要會議及活動-----344 附錄六 九年一貫課程推動工作小組組織架構圖-----348 表次 表1-1 深度訪談人員類別及人數表-----14 表1-2 長期焦點團體座談人員一覽表-----18 表2-1 課程政策取向與課程政策構面關係表-----35 表2-2 「由上而下模式」與「由下而上模式」比較表-----37 表2-3 政策執行模式比較表-----114 表3-1 澳洲新南威爾斯「在必修課程中為關鍵能力找尋定位」課程-能力結合情形表-----139 表3-2 配合十項基本能力第5點「增進團隊合作」的學力敘述-----142 表3-3 九年一貫課程「年級與學習領域」對照表-----144 表3-4 九年一貫課程各年級每週節數分配表-----145 表3-5 九年一貫課程各年級每週節數分配表-----146 表3-6 九年一貫課程各學年試辦校數一覽表-----155 表3-7 九年一貫課程試辦之相關研究彙整表-----163 表5-1 各縣市國教輔導員數量與平均每校擁有輔導員數一覽表-----220 表5-2 地方政府自評檢核項目完成情形一覽表-----221 表6-1 受訪者與課程政策核-----G概念之一致性及認同度一覽表-----261 圖次 圖1-1 研究架構圖-----9 圖2-1 理念-政策-計畫-方案關係圖-----27 圖2-2 各類課程定義的性質-----28 圖2-3 課程政策結構圖-----35 圖2-4 政策執行意義詮釋之發展方向簡圖-----39 圖2-5 教育哲學分析模式-----44 圖2-6 政治系統模式簡圖-----47 圖2-7 課程權責層級示意圖-----61 圖2-8 Van Horn & Meter 的政府間政策執行模式-----105 圖2-9 Berman 的總體與個體政策執行模式-----106 圖2-10 Van Hom 的政府問政策執行模式-----108 圖2-11 Goggin & Bowman 的政府間政策執行溝通模式-----109 圖2-12 Mclaughlin 的相互調適過程模式-----110 圖2-13 Rein & Rabinovetz的政策執行循環模式-----111 圖2-14 Sabatier & Mazmanian 的政策執行模式-----112 圖2-15 Nakamura & Smallwood 的政策環境關聯模式-----113 圖2-16 「 知行-層級 」課程政策執行分析架構-----123 圖3-1 十大基本能力與全人教育-----137 圖3-2 基本學力與基本能力相關圖-----141 圖3-3 統整課程的十種方式圖解-----150 圖5-1 一所國小課程發展流程與運作方式圖-----231 圖6-1 初步分析架構修正圖(一)-----264 圖6-2 初步分析架構修正圖(二)-----277 圖6-3 初步分析架構修正圖(三)-----289 圖6-4 初步分析架構修正圖(四)-----294 圖7-1 我國國民中小學課程政策執行模式-----305 zh_TW dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCU3552012 en_US dc.title (題名) 我國國民中小學課程政策執行模式之建構--以九年一貫課程政策為例 zh_TW dc.title (題名) The construction of curriculm policy implementation model for elementary and junior high schools - the case of the nine years curriculum policy in Taiwan en_US dc.type (資料類型) thesis en
