高等教育回流課程設計與評量模式研究：有關中小學教育人員公共關係議題

A Study on the Curriculum Design and Assessment Models of Higher Education Continuing Programs: Public Relations Issues Among Primary and Secondary School Educators

回流教育進修者多為因應工作需求提升能力，而中小學校長進修高等教育已成常態。然而，現行專業成長模式偏重講授與撰寫論文，缺乏實務模擬課程，難以回應現場應變能力需求。本研究聚焦公共關係主題課程，探討其課程發展與評量設計，並分析國家教育研究院候用校長儲訓班學員的學習表現。研究顯示，學校管理者在面對公共關係競局時，有四種校務經營特徵：第一象限的共創學校雙贏者、第二象限的開創外部機會者、第三象限的陷入公關困局者，以及第四象限的營造組織承諾者。研究建議高等教育應強化實務模擬課程，提升教育人員的現場應變能力，並透過多元評量機制，包括實作與口頭報告，全面反映學員在真實情境中的表現。同時，課程設計應融入情境模擬與角色扮演活動，採用多樣化評量方式，促進學員自我反思及適應多元情境的能力。

Continuing education participants often pursue professional development to meet workplace demands, and it has become common for principals in primary and secondary schools to engage in higher education programs. However, current professional growth models primarily focus on lectures and research paper writing, lacking practical simulation courses to address real-world situational adaptability. This study explores curriculum development and assessment design focused on public relations and examines the learning performance of participants in the Principal Reserve Training Program of the National Academy for Educational Research. Findings indicate that school administrators exhibit four characteristics in managing public relations challenges: co-creating school success (Quadrant I), initiating external opportunities (Quadrant II), encountering public relations dilemmas (Quadrant III), and fostering organizational commitment (Quadrant IV). The study recommends that higher education programs strengthen practical simulation courses to enhance situational adaptability. Diverse assessment methods, such as hands-on tasks and oral presentations, should be implemented to holistically evaluate participants’ performance in authentic scenarios. Additionally, curriculum design should integrate activities like scenario-based simulations and role-playing, adopting diversified assessment approaches to foster self-reflection and adaptability to various contexts among participants.