國小校長課程視導之個案研究

A Case Study on Principal’s Curriculum Supervision at an Elementary School

課程革新政策的推動有賴學校課程實施，而校長課程視導是落實學校課程的重要途徑之一。因此，本研究旨在探索個案校長實施課程視導的情形，並從中獲得相關啟示。為達成前述目的，乃採取個案研究法，先針對個案校長、教務主任及參與課程發展教師進行半結構式訪談，再根據訪談結果編製問卷，並進行全校教師問卷調查。綜合訪談與問卷調查資料，獲得以下結論：一、個案校長在政策和自身帶領教師課程行動研究的背景下實施課程視導；二、個案校長採取教師課程發展結合進修的課程視導模式，採行共備、檢視及修正的課程視導循環歷程，運用六項課程視導策略，發現三項正面影響因素與校長忙碌的困境；三、個案校長課程視導產生六項成效。根據結論，提出實施課程視導的啟示，供校長與未來研究之參考。

The implementation of the curriculum innovation policy depends on the school’s curriculum promotion, and the principal’s curriculum supervision is one of important ways to implement the school curriculum. Therefore, this research aims to explore the status of the case school principal implementing curriculum supervision and obtain relevant enlightenment from it. To achieve the objectives, this study adopted the case study method. Firstly, the collection of data was conducted through semi-structured interviews for the case principal, the dean of academic affairs, and the teacher involved in curriculum development. Secondly, a questionnaire was compiled based on the interview results to conduct a schoolwide questionnaire survey for teachers. After comprehensively discussing the interview and questionnaire survey data, the following conclusions were obtained: (1) The case principal implemented curriculum supervision in the context of policy and self-led teacher curriculum action research; (2) The case principal adopted a curriculum supervision model of teacher curriculum development combined with advanced studies, used a curriculum supervision cycle process of preparation, review and correction, operated six curriculum supervision strategies, and found three positive factors and the principal’s busy dilemma. (3) The case principal’s curriculum supervision produced six effects. According to the conclusion, the enlightenments of implementing the curriculum supervision are proposed for the references of the principals and the future study.