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Please use this identifier to cite or link to this item: https://dyhuir.dyhu.edu.tw/ir/handle/987654321/1387

Title: 領導幼兒園課程轉型為主題課程之行動研究
Other Titles: Action Research on Leading the Transformation of Kindergarten Curriculum into Theme Curriculum
Authors: 古春美
Contributors: 陳姣伶
Keywords: 轉型領導;課程轉型;行動研究;transformational leadership;curriculum transformation;action research
Date: 2022
Issue Date: 2022-09-08T01:52:50Z
Publisher: 經國管理暨健康學院;幼兒保育系
Abstract: 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。
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.
Relation: 139頁
Appears in Collections:[學位論文] 110學年度

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