| Summary: | 碩士 === 國立臺南大學 === 教管所學校行政組(碩士班) === 94 === This paper aims at exploring the implementation of school-features in elementary schools. It realizes the concept of school-features management through the research documents at first, and then probe the practical research based on it. The purposes are as follows: Primarily, it interprets the concept about background, thoughts and purposes of school features. Secondly, it grasps the implementation of school-features management. Thirdly, it tries to realize the different management and operation models for school-features.
This study uses document-analysis and in-depth interview to collect data, and comes to the conclusions as follows:
1. Facing difficulties in attending Grade 1-9 Curriculum, school-features begin to sprout.
2. Positively improve moral characters and basic learning abilities of students, and pluralize the learning and combine it into the daily life.
3. Schools should be competitive, and should develop features in considerations of school-choosing of the parents.
4. To unite team-perspective according to the strength and weakness of the school, and manage from-inferior-to-superior developing models of school features.
5. Encourage teachers to promote themselves, and offer multiple opportunities for students to behave and for parents to grow and learn.
6. Principals should use teaching-leadership to improve the quality of school all over, and stimulate organization-restruction in order to overcome difficulties.
7. To strive for planting and awarding budgets, appoint specialized teachers, and offer useful teaching activities.
8. In order to urge the team to participate in decision-making together, administra-
tions should assist teaching sufficiently. As a result, school-features efficacy could be promoted.
9. To improve teachers’ thoughts, to build up teams, to learn cooperatively, and to coordinate teaching atmosphere.
10. To recommend the school positively, and to strive for recognition from parents and neighbors and report form the media.
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