The Study of the Management Strategies of the Comprehensive High Schools in Taiwan

• Main Authors: Dai, Min Guo, 戴明國
• Other Authors: Chou, Tan Hwe
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/99930519875707262965

博士 === 國立臺灣師範大學 === 工業教育研究所 === 88 === The Ministry of Education in Taiwan has been working intensively on the experimental curriculum of the comprehensive high school, and after implementing a pilot project for three years, the Ministry of Education has made the comprehensive high school one of the formal education systems with the passing of the New High School Law announced on July 14, 1998. The comprehensive high school will become one of the mainstreams of our nation''''s post-secondary education system in the twenty-first century. By the academic year 1999, the total number of registered comprehensive high schools has reached 120. The related document of academic field on comprehensive high schools reveals that there is still no thorough overview on its management strategies. Therefore, this study is to discuss the management strategies by collecting and analyzing the related document to construct some feasible strategies. Besides, the field study of individual comprehensive high school is performed by using the questionnaire “The Basic Information and Implementation of Individual Comprehensive High School” and the consulting form “The Relevant Factors of the Developmental Management Strategies of Comprehensive High Schools.” During the working period, the author acquired valuable advice and instruction from many scholars and specialists. Without their guidance, this work would not have been accomplished. The major findings of this study are as follows: I. The practical considerations of managing comprehensive high schools in Taiwan can be found in the following six fields: concept, curriculum, teaching, guidance counseling, organization and operation. II. The public and private comprehensive schools have developed their own characteristics and established educational objectives corresponding to their specific needs. Among other things, public schools offer more academic-oriented programs and private school education, however, is both academic-oriented and vocation-preparatory-oriented. III. Both public comprehensive schools and private ones consider the essence of the school as the main factor influencing curriculum design. The difference between public schools and private ones is that the former emphasize the arrangement of teachers while the latter center on the enrollment fees. IV. With respect to guidance counseling of comprehensive high schools, both private and public ones agree on that it will meet the best needs if the distribution is one counselor for ten classes. As far as the working items are concerned, the major disadvantage is the lack of valid measurements, compared with academic and vocational high schools. V. The public schools are subject to more limitations, especially the staff number and expenditure, which are more serious than the others. The private ones can get rid of the preceding disadvantage due to its much flexibility. VI. With respect to the operation of the organization of comprehensive high schools, both the public and private ones think that it is necessary to reconsider and relocate the new operation models so as to be suited for its characteristics of openness and multiplicity and elasticity. Based on these findings above, the author proposes conditioning framework of the management strategy---TSDR (trust, selection, self-discipline, responsibility) and examines its practical use in the field of concept, curriculum, teaching, guidance counseling, organization and operation for the management of comprehensive high schools. The conclusion of the study is as follows: I. Associate with schools of higher education and make corporate planning. The propaganda should be made continuously for the comprehensive high school. II. Consider the essence of the school and perform school-based renovation. III. Develop curriculum design strategies by unifying courses. IV. Multiple curriculum structure should be offered. V. Teachers ought to develop individual teaching strategies. VI. Construct a variety of learning strategies to inspire students to learn actively. VII. Guidance counselors should develop strategies to provide multi-information for students. VIII. Guidance counseling should be performed actively. IX. Initiate the useful and abolish the harmful in managing administration. X. A group of full-time staff should be set up to conduct specialized research work about information, for example. XI. School resource operation should be well arranged instead of being dominated. XII. Negotiation as a replacement for command-and-control in promoting school administration. XIII. In power operation of administration, full coordination across departments of school should replace individual operation. XIV. Professional performance as a replacement for system in distributing responsibility in the field of administration work.