A Study of Operation Status of Publicly-Owned and Publicly-Managed Experimental Schools-Take three Experimental Elementary Schools in Tainan for Example

• Main Authors: WU, CHIUNG-FEN, 吳瓊芬
• Other Authors: LIN,CHIU-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/35878532817197962864

碩士 === 長榮大學 === 經營管理研究所 === 105 === Subject to limitations of National Education Act and Grade 1-9 Curriculum Guidelines， traditional public schools find it hard to meet parents’ expectation. However， parents are free to choose the type of education based on the best interest of their children in accordance with children’s personalities and gender tendencies and etc. “Educational Choice” has become the most vital issue for recent educational reforms. This study aims to discuss the current status of three publicly-owned and publicly-managed elementary schools in Tainan after “Three-Type Acts of Experimental Education” were adopted. Central concepts of school-based experimental education will be explored from document analysis to understand the implementation status of this new educational system. Then， experimental elementary schools which were transformed in 2016 will be the main subjects of this study (principals as the major interviewee). The purpose is to understand the process and challenges during the transformation period. With qualitative research method adopted， this study focuses on in-depth interview supplemented by document analysis to obtain study results. The results will be summarized as： First， after the “Three-Type Acts of Experimental Education” were passed， three public elementary schools were approved by Tainan City Government to transform into experimental schools. This new type of schools can be operated based on special philosophy without subject to current legal and systematic limitations. At Guangfu Elementary Schools of Cigu District， “Marine Ecology and Art Aesthetics” serves as central ideas of its curriculum design in order to develop holistic education. Hushan Experimental Elementary of RenDe District sets its goal as becoming an “Eco School” by adopting ecology courses developed by Hushan Sugar Factory. Also KouPe Experimental Elementary School of Sinhua District combines rich natural resources at community and Siraya aboriginal culture from which students can involve in diversified ways of learning. Second， at the threshold of transformation， school leaders did face a series of challenges. For examples， colleagues were resistant to changes， so leaders must consistently communicate with them to ensure everyone has common goals. Administrative staff shall not stop learning while school executives like principals， directors and team chief should transform themselves into a learner， explorer and communicator to facilitate cooperation among all school members. The final goal is that schools can become ones that actually learn. Third， whether educational reforms are successful depends on how teachers see things. Can they have a new perspective and engage in innovative and diversified teaching? Can students learn not by memorizing but multiple intelligence activities instead? After all， the major purpose of experimental education is that teachers have to realize what really matters is how students learn， not how they teach. It’s also suggested that education authorities and schools can establish a professional growth community for teachers to obtain teaching resources， reinforce on-the-job training. As a result， they are capable of developing courses. The final point is that human resources are as important to the operation of a school as material ones. These resources can be utilized to promote schools’ performance rapidly and further build up a good public relationship. Resources integration is one of the most important strategies for running an experimental school. Continuous inflow of resources from external world can be poured into needed places internally. To facilitate information exchanges， schools can establish a strategic relationship with other schools， universities， industries， and communities， hold a variety of on-campus and off-campus activities and use teaching resources website and other new media.