學校與社區協力發展客家本位特色課程之研究 ─以桃園縣中平國小為例;A study of concerted efforts from school and community to develop Hakka-based featured curriculum - taking Chung-ping Elementary School (CPES) in Taoyuan County as an example

NCUIR > College of Hakka Studies > The Executive Master Program of Hakka Studies > Electronic Thesis & Dissertation > Item 987654321/54095

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/54095

Title:	學校與社區協力發展客家本位特色課程之研究 ─以桃園縣中平國小為例;A study of concerted efforts from school and community to develop Hakka-based featured curriculum - taking Chung-ping Elementary School (CPES) in Taoyuan County as an example
Authors:	傅珍紹;Fu,Chen-shao
Contributors:	客家研究碩士在職專班
Keywords:	學校本位課程;協力治理;公私協力夥伴關係;特色課程;客家本位特色課程;public-private partnerships;school-based curriculum;collaborative governance;featured curriculum;Hakka-based featured curriculum
Date:	2012-07-25
Issue Date:	2012-09-11 18:31:21 (UTC+8)
Publisher:	國立中央大學
Abstract:	文化的傳承靠教育，教育的落實靠課程，故要傳承客家文化最好的方式就是透過課程，讓學生經由課程的實施，了解客家先民的生活，從中體會客家的精神。教育部九年一貫課程實施後，每個學校為了營造自己的特色，可以藉由學校本位課程的發展來創造差異，呈現自己的與眾不同。社區中有文化、有技藝，學校中有教師、有課程，要延續文化，需要學校與社區的協力，讓社區文化得以傳承，學校也可以建立自己的特色。中平國小連續三年獲得教育部「活化校園空間暨發展特色學校方案」優等，一定有可供學習效法之處，故成為本研究個案選擇的理由。本研究先從文獻探討學校本位課程與協力治理的理論，得出學校本位課程的協力治理模式，接著進行深度訪談，訪談對象區分為公部門（學校）、私部門（社區組織、家長會、志工團），來了解公私部門之間協力治理網絡的互動關係，希望有效蒐集並分析衍生協力發展課程的影響因素。研究發現在協力時需要透過一些機制的運作，來促使協力關係的順利進行。同時也發現，協力治理的客家本位特色課程，可以透過學校與社區情境分析、擬定目標、協力過程、領導者的促成而產出。客家本位特色課程可以形塑學校與社區、可以喚起客家意識、可以傳承客家文化，所以以客家文化為核心的特色課程發展是可行的。所以學校與社區協力發展客家本位特色課程，是傳承客家文化很好的方式。The inheritance of culture depends on education and the implementation of education relies on curriculum. By implementation of curriculum, the students will understand the life of the Hakka ancestors and experience the spirit of the Hakka. It’s the best way to pass on and carry on Hakka culture.Due to the implementation of Grade 1-9 Curriculum by Ministry of Education, each school builds up its own characteristics by the development of school-based curriculum to create differences and display uniqueness.The cultures and skills are preserved in community. There are teachers and curriculum in school. With the concerted efforts from school and community, the community culture can be carried on and the school can also create its own characteristics. On the program “Activation and Reutilization of Unoccupied Campus Space and Development of Featured Schools”, CPES has been awarded the excellent prize for 3 years continuously by Ministry of Education. That is why CPES is a good example for case study.According to the literature about the theory of school-based curriculum and collaborative governance, the model for collaborative governance of school-based curriculum is concluded. After the profound interviews with public sector (school) and private sectors (community, The Parents' Association, Volunteers), the interaction of collaborative governance between public and private sectors is clarified. Expectantly, the derivative influencing factors of collaboratively planned curriculum can be collected and analyzed effectively.Based on the case study, some certain operative mechanism is considered a good media to promote the collaborative relationship. In the meantime, Hakka-based featured curriculum for collaborative governance, through school and community situational analysis, the intended objective, third-party process, the leader in enabling output.Hakka-based featured curriculum is considered to shape the image of school and community, arouse Hakka consciousness and pass on Hakka culture. Consequently, the development of Hakka-based featured curriculum is feasible. The concerted efforts from school and community to develop Hakka-based featured curriculum is a good way of inheritance of Hakka culture.
Appears in Collections:	[The Executive Master Program of Hakka Studies] Electronic Thesis & Dissertation

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