十二年國教的策進與展望：校本管理的思維與策略

The Future Progress Strategies and Prospects of 12-Years of Basic Education: Thinking and Strategies Through School-Based Management

本研究旨在了解十二年國教對學校教育的影響，繼之探討校本管理的意涵。其次，探討校長如何以校本管理的思維推動十二年國教，及其困境與解決策略，以及對十二年國教的策進與展望。本研究以立意取樣與訪談方法，獲致以下結論：一、十二年國教兼具融合教育哲思與理念基礎；二、十二年國教對臺灣學校教育影響全面多元；三、素養導向教學與學習是十二年國教的核心；四、校本管理以自主性與專業性的決定為核心；五、校本管理以連結思維與策略落實國教理念；六、解決十二年國教的問題從多元的策略切入；七、未來國教以落實生活教育素養的教學優先；八、以校本管理推動十二年國教具多元的特性。最後提出建議供參考。

This study aimed to understand the influence of schooling through 12-years of basic education, and then explore the meaning of school-based management. Meanwhile, exploring principals’ thinking, strategies, difficulties and resolving strategies in promoting 12-years of basic education. And then provided the progress strategies and prospects for the future 12-years of basic education. Purposeful sampling and interview were the research methods in this study. The conclusions were as following: 1. 12-years of basic education possessed foundation of education philosophy and ideas; 2. The influence in schooling by 12-years of basic education were multiple dimensions; 3. Competencies orientated teaching and learning were the core of 12-years of basic education; 4. The core of school-based management were autonomic and professional decision making; 5. School-based management connected education philosophy and strategies to engage 12-years of basic education; 6. Resolving the problems of 12-years of basic education through multiple strategies; 7. The priority strategies of future 12-years of basic education were practice the life education competencies; 8. There were multiple features in 12-years of basic education. Finally, this study provided suggestions for future reference.