| 摘要: | 本研究旨在探究一位幼兒園園長推動幼兒園飲食美感教育課程發展的歷程。研究者以局內人身分，在服務的幼兒園現場採行動研究的方式，透過「計畫、行動、觀察、反思」的循環，探究課程領導者推動課程發展的目標、角色、行動與因應策略。
本研究將園長的課程領導歷程分成四個階段，分別為「課程領導醞釀期、課程領導啟動期、課程領導發展期、課程領導精進期」；每個領導時期，都面臨不同的問題與因應策略，結果如下：
1.課程領導醞釀期：回顧接任課程領導者之前的經歷，探析自我能力與釐清課程領導者的優勢與限制。
2.課程領導啟動期：自省接任課程領導時期角色的定位與責任，以凝聚團隊課程發展的共識。
3.課程領導發展期：給予教學與行政的支援，持續藉由對話，提升探究課程發展的概念與策略。
4.課程領導精進期：調整腳步，落實資源的整合，建立團隊向心力，共構推動課程發展的願景。
最後根據研究結論提出建議，以供課程領導者、幼兒園教保服務人員及未來後續研究之參酌。
The research aims to explore the curriculum development by a preschool director on diet aesthetic education. Researchers, as insiders, adopt action research methods in the preschool field which they serve, and explorethe goals, roles, actions, and response strategies of curriculum leaders to promote curriculum development through a continuous cycle of "planning, action, observation, and reflection."
The study divides the director’s leading process into four phases, namely " leadership incubation period, leadership start-up period, leadership development period, and leadership refinement period" each leadership period faces different problems and responses strategy, the results are as follows:
1.Leadership incubation period: review the experience before taking over the curriculum leader, analyze self-ability and clarify the advantages and limitations of the leading.
2.Leadership start-up Period: Self-reflection on the positioning and responsibility of the role in taking over the leading time in order to condense understanding of team curriculum development.
3.Leadership development period: Support to Teaching and Administration to continuously enhance the concept and strategy of exploring curriculum development through dialogue.
4.Leadership refinement Period: adjust the steps, implement the integration of resources, build a team centripetal force, together to promote the vision of curriculum development.
Finally, according to the conclusions of the research, suggestions are made for the curriculum leaders, preschool educators and future researchers. |
