從校訂到校本：校長課程領導的行動策略   免費試閱

From School-Developed Curriculum to School-Based Curriculum: The Action Strategies for Curriculum Leadership of Principals

在《十二年國民基本教育課程綱要總綱》強調校訂課程的規劃及學校本位課程發展的理念驅動下，學校領導者必須成為課程領導者，而學校的領導者通常所指的就是校長。校長是一所學校重要且關鍵的角色，不僅要負起行政領導的角色，也要成為一位課程領導者。《十二年國民基本教育課程綱要總綱》從校訂課程的規劃到學校本位課程的發展，展現的是課程思維的改變及課程典範的移轉，歸納而言，有以下四項特點：一、強調動態的課程發展觀；二、將課程發展視為是學習型組織；三、主張學校課程發展係一「慎思的民主」歷程；四、將學校課程發展視為是能動者自我與心靈的發展。校長應成為動態的課程領導者，持續不斷地檢視目前學校所處的情境脈絡，並考量學生未來的需求以改善學習環境。在新課綱的理念驅動下，校長課程領導的實際行動策略可歸納為下列十項：一、以前瞻思維掌握課程發展脈動；二、以團體討論凝聚學校課程願景；三、引導成立教師學習社群；四、營造學校課程發展氣氛；五、整合校內外資源以支援學校課程發展；六、共作學校課程圖像及課程架構；七、規劃教師專業發展鷹架；八、帶頭協調課程實施進程；九、統整課程研討與管理；十、發動課程評鑑回饋修正機制。

According to the Curriculum Guidelines of 12-Year Basic Education, school-developed curriculum planning and school-based curriculum development are important. School leader must be curriculum leaders, what is often referred to as the principal. Principal is an important role in school, who must not only take responsibility for administrative leadership, but must be a curriculum leader. From school-developed curriculum planning to develop the school-based curriculum, which shows the change of curriculum ideals and the shift of curriculum paradigms in the Curriculum Guidelines of 12-Year Basic Education General Guidelines. In summary, the following four features were made: 1. highlight the point of view for dynamic curriculum development; 2. take curriculum development as learning organization; 3. see school curriculum development as a process of deliberating democracy; 4. take school curriculum development as developing self and spirit of agents. According to the ideal of the new curriculum guidelines, the action strategies for curriculum leadership of principals, the following ten conclusions were made: 1. grasp the curriculum development pulsation in visionary thinking; 2. garner consensus of school curriculum vision in group-discussion method; 3. organize the teacher learning community; 4. create an atmosphere of curriculum development in school; 5. integrate the resource of inside and outside school to support the curriculum development in school; 6. finish the school curriculum pictures and curriculum framework collaboratively; 7. construct the scaffolding for teachers professional development; 8. coordinate the process of curriculum implementation; 9. integrate curriculum study and curriculum management; 10. construct feedback mechanism of curriculum evaluation.