School and Community Consciousness vs. Community Development

• Main Authors: Chung-Wen Hsu, 許忠文
• Other Authors: 黃毅志
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/56614127696195086941

碩士 === 臺東師範學院 === 教育研究所 === 91 === School and Community Consciousness vs. Community Development Chung-Wen Hsu Abstract “A school community and a community school”, this is the primary objective of the present education reform. This means that the education reform has to go beyond the barrier of the school campus, and it should be the reform that integrates family, school, and community together. In a community, the parent’s attitude affects the development of school education, and the school, source of education for the community children and the site for many community activities and leisure events, it will directly affects the shaping of community cultural values and development. The researcher chose the school community of the Public Fenglee Elementary School in Taitung City as the subject of this study and used both qualitative and quantitative research methodologies. School faculty and community members comprise the study samples. The study delved into their recognition with community development and general evaluation of the society. We also gathered information regarding community development dilemmas and improvement suggestions. We also evaluated the school’s contributions and support in the social development drive. Our study likewise delved into and examined the feasible behaviors the school may take towards community responsibility. A comparative study was conducted to understand their similarities and differences, as well as to understand the social development consensus. The comprehensive study discovered: A. In the “social organization and activity participation” and “community neighborhood network” variables of the community in question, the average score of teachers and community members were on the low side; whereas in the “satisfaction with life” and “community consciousness” variables, they posted satisfactory scores. In general, the scores indicated that although community participation and neighborhood networking of community members are still wanting, majority of the community members are strongly concerned about the community. B. Participation in “more community activities and community organizations” could enhance the individual’s recognition with the community, thus individual gains a higher satisfaction with life. Moreover, a high “satisfaction with life” is conducive for fostering “community consciousness”; however no significant correlation was noted between “community neighborhood network” and “community consciousness”. C. Schoolteachers have a high-degree of enthusiasm for the school’s sense of social responsibility. In the community service aspect: parents believed that it is very important that the school provides children with learning opportunities, whereas teachers hoped to take a more active role in the growth education activities of the community. D. The aspired role of the school in community organization operations is: supplier of community development information and the educator and trainer of organization leaders. E. The aspired role of the school in community development is: education and knowledge expert (knowledge), activity sponsor (manpower), and resource provider (material). Finally, the study proposed specific suggestions made on the basis of the research findings provided a reference for future school community development promotion and community development studies. Keywords: school, community consciousness, community development