A Study on the Process of School Communitization and the Interaction Strategy between School and Community--Use Taipei Municipal Qingjiang Elementary School as a Case of Study

• Main Authors: Kuo, Yu-Lien, 郭玉蓮
• Other Authors: Chang, Te-Yung
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/uu223q

碩士 === 國立臺灣師範大學 === 社會教育學系 === 105 === A Study on the Process of School Communitization and the Interaction Strategy between School and Community--Use Taipei Municipal Qingjiang Elementary School as a Case of Study Abstract This study investigated the implementation process of school communitization as well as the interaction strategy between school and community. For the purpose of research, Taipei Municipal Qingjiang Elementary School was chosen as the object of case study. Research methods such as documentary research and in-depth interviews were employed to gather data from various sources including papers and documents, archives, laws and regulations,newspaper and media reports. Eight people, including school educators and community residents, were interviewed in accordance with the interview outline prepared by this study. Conclusions are summarized as follows: 1.The interviewees, including Qingjiang Elementary School personnel and community residents, revealed six concepts in connection with school communitization, namely, a school-based communitization process, school and community acting as partners, school and community sharing sources, school and community participating in each other, school and community supporting each other, school and community existing and flourishing together. 2. The process of Qingjiang Elementary School communitization is divided into four periods, namely, preparatory period, startup period, developing period, and prosperous period. 3. Qingjiang Elementary School employed seven strategies to interact with the community, namely, mutual participation, active service, mutual respect, candid communication, spontaneous attentiveness, public affirmation, and diversified publicity ways. 4. Qingjiang Elementary School’s communitization resulted in six accomplishments, namely, a good realationship between school and community, improved education quality, cultivation for a child with healty body and mind, development of the characteristics of the school, assistance for community development, and facilitation for parents and educators’ learning. 5. Qingjiang Elementary School was faced with eight obstacles during the communitization process, namely, inadequate resources, inadequate consensus in the school, lack of consensus between school and community, the education resources outside the school intending to participate in the communitization process, educators lacking concepts and professional competence, parents busy or lacking concepts, new students are few, and volunteers lacking care and encouragement. 6. Qingjiang Elementary School had seven improvement strategies to facilitate school communitization, namely, taking tangible efforts to acquire subsidy from government, building up consensus in and out of school, enhancing the enthusiasm and professionalism of educators, encouraging the enthusiasm of parents, strengthening the school public relations, encouraging volunteers to continue their dedication, and taking the initiative to care about the community's public affairs. Last but not least, tangible recommendations are made based on the conclusions, and are presented to schools, communities and government authorities for their reference. Keywords: Community, School communitization, Interaction strategy