一所國小食農教育課程發展歷程中的校長課程領導實踐：自我敘事與實務對話

本研究聚焦於國小校長在推動食農教育課程發展中的課程領導實踐，回應氣候變遷、糧食危機與飲食失衡等全球議題，並強調食農教育對永續發展與生活素養的重要性。台灣雖將食農教育納入十二年國教課綱，惟多數學校仍缺乏系統化課程與持續性實踐。研究者作為一位實際參課程程推動的國小校長，採用自我敘事研究法，透過書寫反思與實務對話，探究其在課程發展過程中的領導策略、挑戰與專業成長。研究結果指出，校長在願景引導、教師共與社區資源整合中扮演關鍵角色，其領導行動深受教育信念與組織文化影響。此外，研究發現自我反思與跨界對話有助於領導者深化專業業理解與實踐轉化。此研究除補足課程領導與食農教育融合之研究缺口，亦為校本課程推動提供可行策略與經驗參照。

This study had focused on the curriculum leadership practices of elementary school principals in promoting the development of food and agricultural education curricula. It had responded to global issues such as climate change, food crises, and dietary imbalance, and had emphasized the importance of food and agricultural education for sustainable development and life literacy. Although Taiwan had incorporated food and agricultural education into the 12-Year Basic Education Curriculum Guidelines, most schools had still lacked systematic curricula and sustained practices.
The researcher, serving as an elementary school principal actively involved in curriculum implementation, had adopted a self-narrative research approach. Through reflective writing and professional dialogues, the researcher had explored leadership strategies, challenges, and professional growth during the curriculum development process.
The findings had indicated that the principal had played a key role in guiding the vision, facilitating teacher collaboration, and integrating community resources. The leadership actions had been deeply influenced by educational beliefs and organizational culture. In addition, the study had revealed that self-reflection and interdisciplinary dialogue had contributed to deepening professional understanding and transforming leadership practice. This study had not only filled the research gap between curriculum leadership and food and agricultural education integration, but also had provided feasible strategies and practical references for school-based curriculum implementation.