| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 98 === This study aimed to explore the course, factors, predicaments and effect of the school-based curriculum development in a new elementary school. To achieve these objectives, this study adopted the case study method, employing participation in observation, interviews, simple questionnaires and document analysis, and then organizing, coding, classifying, integrating, analyzing and inducing the collected data.
The findings of this study were concluded as follows:
I. A new school had its characteristics in the course of its school-based curriculum development.
1. The framework of the school-based curriculum was mainly led by the curriculum designed by the principal and the director of academic affairs office.
2. English and computer courses were integrated into the alternative learning sections, which started from grade one.
3. Morning periods, break time and after-school club periods were fully utilized.
4. Hidden curriculum (aesthetics curriculum) enhanced the effect of environmental education.
5. All the school staff could review and revise the school-based curriculum in the committee of school curriculum development, conferences of learning areas and conferences of school affairs.
II. The school-based curriculum development was mainly influenced by such factors as time, environmental resources, curriculum and staff.
1. Time factor: The school-based curriculum was entirely carried out in the first year when the school was established. Then the school staff have worked on communication, negotiation and revision based on the dilemmas they’ve encountered in the recent three years.
2. Environmental resources factor: As a new school as well as the Teacher In-service Educational Center of Kaohsiung County, the brand-new equipment and structures were a great benefit to the school-based curriculum.
3. Curriculum factor: The proportion of the innovative curriculum was quite large. Although this has established the school characteristics; lack of human resources has caused difficulties in plans and execution.
4. Staff factor: The leaders’ leading and communicating ability at the school, the atmosphere among the staff and their interaction model, the number of human resources were the main factors which influenced the school-based curriculum development.
III. The school-based curriculum development was process-oriented, presenting a continuous status. It needed to be revised when it faced obstacles.
IV. The evaluation and effect of the school-based curriculum were mostly positive, which conformed to the problem-solving model.
Last, this study posed specific suggestions based on the conclusions above for reference for education or future studies.
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