偏鄉學校整合社區資產邁向教學卓越之實踐歷程研究

A Study on the Process of Integrating Community Assets in Rural Elementary School Toward Achieving Teaching Excellence

本研究旨在探究偏鄉學校系統化整合在地資源，翻轉廢併校危機，並邁向教學卓越的實踐歷程。本研究採行立意取樣，針對曾獲教育部教學卓越金質獎的個案學校進行深度訪談探究。研究發現：行政領導係轉型關鍵，校長透過轉型領導，落實結構化減壓，由行政端承擔採購與核銷庶務，有效化解變革阻力，並建立行政引領教學支持系統。其次，資源開發採行資產為本思維，透過行政領導進行意義重構，將在地農業廢棄物轉化為具在地利基創價的校本特色課程。此外，教學端落實ETCAS教學模式與規準監控，除培育學生具有文化、海洋、設計、交流的4C關鍵能力，確保學生達成全方位學力精熟表現，達成特色發展與厚植學力的平衡。個案學校成功建構「以行政守護教學、以教學驅動學習」的永續品牌經營模式，精進在地資產的價值創化，達成教學卓越實踐與永續經營發展的目標。

This study aims to examine the practical trajectory of rural schools in systematically integrating local resources to reverse the crisis of school closures and attain teaching excellence. Employing purposive sampling, this research conducted an in-depth exploration through interviews at a case school that was awarded the Gold Award for Teaching Excellence by the Ministry of Education. The findings are as follows: First, admin¬istrative leadership serves as the linchpin of transformation. Through transformational leadership, the principal implemented a“structural de¬compression”strategy, where the administrative office assumed respon¬sibility for procurement and reimbursement tasks, thereby effectively neutralizing resistance to change and establishing an administrative-led instructional support system. Second, resource development adopted an asset-based mindset. Through administrative-led meaning reframing, lo¬cal agricultural waste was successfully transformed into a school-based characteristic curriculum characterized by local niche value creation. Third, at the instructional level, the implementation of the ETCAS in¬structional model and rubric-based monitoring not only cultivated stu¬dents’4C key competencies but also ensured comprehensive academic proficiency, achieving a strategic balance between characteristic develop¬ment and academic excellence. In conclusion, the case school successfully constructed a sustainable brand management model defined by“admin¬istration safeguarding instruction and instruction driving learning,”fur¬ther advancing the value creation of local assets and attaining the objec¬tives of teaching excellence and sustainable development.