| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 92 === A study on school-based curriculum management in elementary schools of Kaohsiung County.
Abstract
The first purpose of this study is to investigate the viewpoints and needs of school-based curriculum management （SBCM）. The second is to investigate the educators as a practitioner of SBCM in elementary schools of Kaohsiung County. Finally, based on research findings, some proposals for improving the management of school-based curriculum are presented.
To accomplish these purposes, through the result of literary review, the investigator has concluded with 7 viewpoints and 5 needs of SBCM, and then according to its contents to compile “A questionnaire to survey the viewpoints and needs of school-based curriculum management in the elementary schools” to study the current situation for practicing SBCM.
The objects of this study are the school staffs of public elementary schools in Kaohsiung County. The total of 120 schools and 519 effective samples were acquired. And these data were analyzed by using the method of statistics, including mean and standard deviation, percentage analysis, AVOVA, Scheffe method- post hoc comparison and product-
moment correlation .
From the data of literary reviews and the questionnaire, the conclusions are as follows:
1. SBCM is one of the main purposes on “Grade 1-9 curriculum Guidelines” to put the curriculum reform into practice. The curriculum focuses not only on the core of the educational rationale but also on the students’ learning activities.
The curriculum rationale is close to the postmodern period which paid close attention to the interaction between teachers and students with positive dialogues to develop their curriculum. The curriculum encourages students to understand knowledge better, that allows the whole curriculum more flexible and adjustable. The supports of the communities and positive criticisms will help the whole curriculum well-developed.
2. According to the questionnaire, the viewpoints of the educators about SBCM reveal that during the seven factors, those “male”, “age above 51” , “higher seniority”, “status as a principal”, “forty-credit program” are closer to “fit in with” or “much fit in with” the viewpoints. As to the school districts and scales, the schools with less than 12 classes are closer to the viewpoints on the factors of “curriculum goal “, “curriculum plan”, “curriculum implementation”, “curriculum evaluation” and “curriculum leadership”.
3. As to the needs of SBCM, the data analysis reveals that those “female”, or “status as a teacher” were less-needed on “Expense”; those “male”, “age above 51”, “higher seniority”, “status as a principal”, “Master Degree” are closer to “fit in with” or “much fit in with” the needs.
4. Educators from different educational backgrounds will cause the differences on the viewpoints and needs of CBCM. With the factors of “professional development “and “related arrangements”, reveals that those who are qualified with either “Master Degree” or “higher seniority” are more eligible than the others.
5.Within the viewpoints and needs of CBCM, there are middle-low proof of positive correlation on them, and also reach .01 significant level. Among the factors, there are one pair （χ1、η1）reach middle correlation, especially the coefficient between “χ1” and “organizational operation” is the highest, but the coefficient between “η1” and “Expense” is the lowest.
According to the data of literary review and the questionnaire, the conclusions are as follows:
1. The experiences on SBM in other countries can be referred by our domestic schools. Then, we can establish a better and competent curriculum for Taiwan education.
2. SBCM should emphasize (on) working on the theories and practice of personnel administration, expense and curriculum management.
3. Use various resources to improve the educators on their professional development.
4.To encourage the educators ,who are “young”（less than 30 years old）, “female”, “less-seniority” and “Bachelor Degree”, enthusiastically participate in the SBCM affairs.
5. To study relevant laws and Acts to promote practical SBCM affairs.
6. To emphasize the importance of school-based curriculum leadership.
7. To establish the workable management measure of SBCM.
8. To establish a wholesome evaluation measure of SBCM.
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