Community as Classroom: the Transformation and the Practice of Community Resources in the Organizational Change of Case School
「社區有教室」方案希冀經由學校與社區之互動強化，以建構學校與社區資源整合網路，並擴大學校本位課程參與層面，且組織協同學校與社區教學團隊，達成轉化師生教學場域等目標，將學生的學習從校情境延展到社區脈絡，以轉化豐沛的社區學習資源。本研究以「社區有教室」為探討主題，以中部一所小校之學校本位組織變革為研究場域。研究者以參與觀察者之局內人視角，探究個案學校轉型優質計畫之實施歷程，希冀透過質性研究的厚實敘寫以及理論與實務的反覆對照深化，探索個案學校在組織變革脈絡中，其社區資源的實踐與轉化情形，並歸納出具體的結論與建議。 經由對於個案學校組織變革中，其社區資源的實踐與轉化的分析，本研究之重要研究結論如下： （一）社區處處盡風華，母語的傳承與推廣融入學生生活面向與模式，並符應社區需求。 （二）學校社區共生榮，轉優課程規劃實踐與社區資源彼此互通，強化雙方生命共同體機制。 （三）社區處處有教室，落實學校社區之策略聯盟共識，達成學生學習效益提升的終極目標。 （四）轉型課程深內化，學校本位課程之教學與導覽，轉化社區資源為學校課程實踐。
The ＂ community as Classroom＂ program hopes， through enhancing the interaction between schools and communities， to construct resource network of the school and community， to expand the level of participation in school-based programs， and to organize the collaborative school teaching teams to achieve transformation of teaching field. The target is to extend students' learning situations from school to the community context and to convert abundant community learning resources. In this study， ＂Community as Classroom＂ is the main theme exploring the school-based organizational change for the field. The researcher participated in the study with the observer's insider perspective， explored the implementation process of high-quality case school restructuring plan， hoped to make comparison with theory and practice through the depiction of qualitative research and， and explored the organizational change case and its community practice， and transformed the situation of resources to summarize specific conclusions and recommendations in the context of the school. For this school organizational change case， through the analysis of transformation and practice of community resources， the important conclusions of this study are as follows: (ⅰ)The community makes elegance everywhere as the inheritage and promotion of native language integrates into the student life， and meets the need of community people. (ⅱ)The community might coexist and prosper with school， as the curriculum planning practices and community resources communicate with each other， and are on the same boat. (ⅲ)Community is as classroom everywhere， implementing the strategic alliance consensus of school communities and achieving the ultimate goal of enhancing the effectiveness of student learning. (ⅳ)The transition deepened within the curriculum， taught and guided the school-based curriculum， and transformed the practice of community resources into the school curriculum.
|關鍵詞||社區有教室、組織變革、轉型優質、community as classroom、organizational change、transformation of quality|