| 摘要: | 本研究旨在探討幼兒園課程領導人帶領一所傳統幼兒園進行課程轉型的歷程。研究者以自身服務的幼兒園為對象，採行動研究法，探究幼兒園課程轉型前的組織圖像、轉型過程的行動策略與所面臨的挑戰，以及行動後的省思。
研究將課程轉型的行動歷程分為三個時期，說明如下:
一、幼兒園課程轉型發展歷程:
第一時期為課程轉型的計畫期~引發教師改革的意願；第二時期為課程轉型的實施期~凝聚教師對課程轉型的共識；第三時期為課程轉型茁壯期~運用課程轉型策略後的改善情況。
二、研究結果:
(一)幼兒園課程轉型面臨問題及策略
1.課程轉型所面臨的問題包括：管理者的權威領導、教師對課程信念、實踐與動機存在不確定感、家長對於課程轉型的質疑。
2.課程轉型的策略與行動包括：深度溝通改善園長與教師關係、以柔性民主方式帶領成員成長、重視團隊的表現、透過溝通、討論藉此凝聚共識、強化親師之間的課程分享。
(二)課程轉型領導策略運作成果及其影響的因素
1.課程轉型領導運作的成果包括：課程轉型的行動策略逐漸影響教師在教學上的改變、行動策略改變教師的教學方式與內涵，進而影響幼兒正向學習。
2.課程轉型領導影響因素包括：課程轉型領導者反思、課程轉型中教師的素質:課程轉型中的行政資源、課程轉型中家長的肯定與支持。
根據以上結論，研究者針對本研究過程提出省思，並對政策、幼兒園課程領導者及未來研究者提出建議。
The purpose of this research is to discuss the process a kindergarten and its curriculum leader undergoes, while implementing a curriculum transformation. In this research, the researcher adopts the action research method to examine: the kindergarten’s organization structure before the curriculum transformation, the action strategy implemented, the challenges faced, and the introspection after implementation.
The study divides the process of curriculum transformation into three phases, which are explained as follows:
1. Developmental phase of the kindergarten curriculum transformation:
The first phase is the planning phase for the curriculum transformation. During this phase, the researcher piqued the teachers' willingness to reform; the second phase is the implementation phase. This phase is to consolidate the teachers' consensus on curriculum transformation; the third phase is the execution and emulation phase. The curriculum transformation strategies are used to improve the situation.
2. Research results:
(1) The problems and strategies of kindergarten curriculum transformation
1. The problems faced by curriculum transformation include: the authoritative leadership of managers, teachers' uncertainty about curriculum beliefs, practice and motivation, and parents' doubts about curriculum transformation.
2. Strategies and actions for curriculum transformation include: in-depth communication to improve the relationship between principals and teachers, leading members to grow in a flexible and democratic manner, emphasizing team performance, building consensus through communication and discussion, and strengthening curriculum sharing between parents and teachers.
(2) Curriculum transformation leadership strategy operation results and its influencing factors
1. The results of the leadership operation of curriculum transformation include: the action strategy of curriculum transformation gradually affects the changes of teachers in teaching, the action strategy changes the teaching methods and connotation of teachers, and then affects children's positive learning.
2. The influencing factors of curriculum transformation leadership include: the of curriculum transformation leaders, the capability of teachers in curriculum transformation, the administrative resources in curriculum transformation, and the affirmation and support of parents in curriculum transformation.
Based on the above results, the researchers put forward reflections on the research process, and made suggestions for policies, kindergarten curriculum leaders and future researchers. |
