School Community and Community Develop-Use Kinman County Primary and Secondary School"Planning of an Education Prinrity Areas"as an example

• Main Authors: Lee Shy Nan, 李錫南
• Other Authors: 席代麟
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/18229925785340945731

碩士 === 銘傳大學 === 公共管理與社區發展研究所碩士在職專班 === 90 === The intent of this research is through actual participation in activities to develop Kinmen County primary and secondary school in to an “Education Prinrity Areas”. To establish public school management direction and investigate the possibility of developing community resources and combining all possible resources to promote better community interaction, and achieving the goal of a “School Community”. Based on written records, the theory and actual operation of educational facility can be sub-divided in to 5 different types of management directions, they are: Educational situations, Administrative activities, Educational programs, Human Resources, and Educational activies.. We can use these 5 types of management directions to evaluate the results of executing the concuting the concept of “Education Prinrity Zone”. Currently, the education reform programs of “Mini Classes for the Nine Year Public Education Program”, Guidance and Assistance Network, and adult education, parents voluntary work program are all assisting in reaching the goal of becoming a “School Community”. The most directly or indirecting related to the conceptt to the concept of “School Community”is “Planning of Educational Priority Areas”. Therefore, this research is using the practical experience agained from implementing the concept of “Public Education Priority Areas” as the basic structure and combining with the 5 types of management directions listed above as the evaluation of “Education Priority Areas”and use it as a motivational force and a road map for implementing the concept of “School Community” in hoping to esbablish Kinmen as a “Cultuaral Community”. By comparing Taiwan provincial and Kinmen county’s primary and secondary school’s “Education Priority Areas” programs and results, we have realized in assisting schools to become more of a community, it has helped the community to develop in a positive direction. After conducting the comparative research and interview analysis of the interaction between Kimen’s own unique community and school culture, this can be used to explain Kimen’s unique community development. Through project planning and written questionnaire forms, we have realized Kimen region’s primary and secondary school teachers and community members are very receptive of the positive results from implementing the concept of “Education Priority Areas”.We are hoping through educational channels, it will help to lead its people towards developing special community characteristics and everlasting community growth.