國民中學教師課程領導相關問題之探究：以學習領域召集人為例
作者:王秀玲(國立臺灣師範大學教育學系)、康瀚文(亞東技術學院通識教育中心)
卷期：58卷第1期
日期：2013年3月
頁碼：29-58
DOI：10.3966/2073753X2013035801002
摘要：
本研究主要探討九年一貫課程實施後，國中各學習領域召集人進行課程領導時所遭遇的問題。藉由問卷調查得知目前國中各領域召集人課程領導的相關問題，再輔以焦點團體座談及深度訪談以深入追蹤問題的來源與成因。本研究的問卷調查共抽取203校，有效問卷共1,121份，召開焦點團體座談共9場次，邀請48名領域召集人與會，之後並訪談了5位領域召集人，以獲得對問卷結果更深入的理解。經統計分析與結果討論後，獲致四項結論：一、現階段國中領域召集人課程領導相關問題之嚴重情形大致為稍微嚴重；二、召集人在課程領導過程所遇到的特殊議題，其問題往往來自於領域的劃分與制度的設計；三、時間不夠、經費不足與職權不明是召集人課程領導問題產生的主因；四、不同背景的召集人對於課程領導相關問題之看法有所差異。
關鍵詞：九年一貫課程、課程領導、學習領域召集人
《詳全文》
參考文獻：
- 王秀玲（2010）。國民中學學習領域召集人課程領導現況之調查研究。中等教育，61（1），34-51。【Wang, H.-L. (2010). A study concerning the current situation of learning areas leaders’ curriculum leadership in junior high school in Taiwan. Secondary Education, 61(1), 34-51.】
- 王保進（2002）。視窗版SPSS與行為科學研究（二版）。臺北市：心理。【Wang, P.-C. (2002). SPSS for windows and research of behavior science (2nd ed.). Taipei, Taiwan: Psychological.】
- 吳政鴻（2008）。國民中學健康與體育學習領域召集人角色實踐之探討－以臺中縣為例（未出版碩士論文）。國立臺灣體育學院，臺中市。【Wu, C.-H. (2008). Practice of director of health and physical education subject area in junior high school: Using Taichung County (Unpublished master’s thesis). National Taiwan College of Physical Education, Taichung, Taiwan.】
- 吳映賜（2007）。社會學習領域召集人課程領導之行動研究：以認識卑南社區教學活動為例（未出版碩士論文）。國立東華大學，花蓮縣。【Wu, Y.-C. (2007). The action research of the curriculum leadership of the social studies: The example of instructional activity of knowing Beinan community (Unpublished master’s thesis). National Dong Hwa University, Hualien County, Taiwan.】
- 吳茵慧（2003）。國民小學數學學習領域召集人角色實踐與角色期望之研究－以桃園縣國民小學為例（未出版碩士論文）。國立臺北師範學院，臺北市。【Wu, Y.-H. (2003). A study of role performance and role expectation of the elementary school MAL: Based on the example of Taoyuan County (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
» 展開更多
- 王秀玲（2010）。國民中學學習領域召集人課程領導現況之調查研究。中等教育，61（1），34-51。【Wang, H.-L. (2010). A study concerning the current situation of learning areas leaders’ curriculum leadership in junior high school in Taiwan. Secondary Education, 61(1), 34-51.】
- 王保進（2002）。視窗版SPSS與行為科學研究（二版）。臺北市：心理。【Wang, P.-C. (2002). SPSS for windows and research of behavior science (2nd ed.). Taipei, Taiwan: Psychological.】
- 吳政鴻（2008）。國民中學健康與體育學習領域召集人角色實踐之探討－以臺中縣為例（未出版碩士論文）。國立臺灣體育學院，臺中市。【Wu, C.-H. (2008). Practice of director of health and physical education subject area in junior high school: Using Taichung County (Unpublished master’s thesis). National Taiwan College of Physical Education, Taichung, Taiwan.】
- 吳映賜（2007）。社會學習領域召集人課程領導之行動研究：以認識卑南社區教學活動為例（未出版碩士論文）。國立東華大學，花蓮縣。【Wu, Y.-C. (2007). The action research of the curriculum leadership of the social studies: The example of instructional activity of knowing Beinan community (Unpublished master’s thesis). National Dong Hwa University, Hualien County, Taiwan.】
- 吳茵慧（2003）。國民小學數學學習領域召集人角色實踐與角色期望之研究－以桃園縣國民小學為例（未出版碩士論文）。國立臺北師範學院，臺北市。【Wu, Y.-H. (2003). A study of role performance and role expectation of the elementary school MAL: Based on the example of Taoyuan County (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 吳清山、林天祐（2001）。教育名詞－課程領導。教育資料與研究，38，47。【Wu, C.-S., & Lin, T.-Y. (2001). Educational noun－Curriculum leadership. Journal of Educational Resources and Research, 38, 47.】
- 秦夢群（2005）。教育領導新理論與研究取向之分析。教育研究月刊，136，106-118。【Chin, M.-C. (2005). An analysis of new educational leadership theory and research approach. Journal of Education Research, 136, 106-118.】
- 張志豪（2003）。國中自然與生活科技學習領域召集人角色與職責之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Chang, C.-H. (2003). A study of roles and responsibilities of science and technology department heads in the junior high schools in Taiwan (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 張明輝（2005）。優質學校教育指標－行政管理、領導與學校文化。教師天地，134，9-20。【Chang, M.-H. (2005). Educational norms of high quality school－Administration, leadership and school culture. New Horizon Bimonthly for Teachers in Taipei, 134, 9-20.】
- 張嘉育（2001）。課程領導概念內涵分析。載於國立臺北師範學院課程與教學研究所（主編），「課程領導理論與實務」國際學術研討會論文集（pp. 141-154）。臺北市：國立臺北師範學院課程與教學研究所。【Chang, C.-Y. (2001). An analysis of curriculum leadership concepts. In Graduate School of Curriculum and Instruction, National Taipei University of Education (Ed.), Proceedings of international symposium on curriculum leadership: Theories and practice (pp. 141-154). Taipei, Taiwan: Graduate School of Curriculum and Instruction, National Taipei University of Education.】
- 陳世修（2003）。學習領域召集人課程領導運作。教育研究月刊，113，61-75。【Chen, S.-H. (2003). Curriculum leadership practice of subject teachers. Journal of Education Research, 113, 61-75.】
- 陳世修（2004）。國民小學學習領域召集人課程領導運作現況之研究（未出版碩士論文）。國立臺北師範學院，臺北市。【Chen, S.-H. (2004). A study of curriculum leadership practice of subject teachers in the elementary school (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 陳淑君（2010）。臺北市國民中學學習領域召集人教師領導之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Chen, S.-C. (2010). A study of curriculum leadership of subject teachers in junior high school in Taipei (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 彭富源（2003）。國內「課程領導」學位論文之分析－現況與前瞻。教育研究月刊，113，45-60。【Peng, F.-Y. (2003). An analysis of internal degree dissertation of “curriculum leadership”: At present and future. Journal of Education Research, 113, 45-60.】
- 湯惠玲（2004）。教師作為建構主義課程領導者－一所國民小學實踐的個案研究（未出版碩士論文）。國立臺北師範學院，臺北市。【Tang, H.-L. (2004). Teacher as a constructive curriculum leader: A case study of an elementary school practice (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 黃旭鈞（2003）。課程領導：理論與實務。臺北市：心理。【Huang, H.-C. (2003). Curriculum leadership: Theory and practice. Taipei, Taiwan: Psychological.】
- 黃嘉雄（2002）。九年一貫課程改革的省思與實踐。臺北市：心理。【Huang, C.-H. (2002). The reflection and practice of the reform of the grade 1-9 curriculum. Taipei, Taiwan: Psychological.】
- 熊鑫、鍾興泉（2010）。從自發走向自覺：促進教師課程領導的策略。教育與教學研究，24（10），8-10, 45。【Xiong, X., & Zhong, X.-Q. (2010). From the spontaneously into consciousness: Strategies of enhancing teachers’ curriculum leadership. Education and Teaching Research, 24(10), 8-10, 45.】
- 甄曉蘭（2004）。課程理論與實務：解構與重建。臺北市：高等教育。【Chen, H.-L. (2004). Curriculum theory and practice: From deconstructing to reconstructing. Taipei, Taiwan: Higher Education.】
- 蔡宗河（2008）。國民小學學習領域課程領導之研究（未出版博士論文）。國立新竹教育大學，新竹市。【Tsai, T.-H. (2008). Curriculum leadership within learning areas in elementary schools (Unpublished doctoral dissertation). National Hsinchu University of Education, Hsinchu, Taiwan.】
- 蔡進雄（2007）。國民中學教師教學領導之建構與發展－以學習領域召集人為例。學校行政，52，20-43。【Tsai, C.-H. (2007). Research on the instructional leadership of subject leaders in junior high school. School Administration Research, 52, 20-43.】
- 韓桂英（2007）。國民中學學習領域召集人領導教學團隊之經驗歷程研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Han, K.-Y. (2007). A study experience of the teaching team of study-field organizers from the junior high school (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- Glatthorn, A. A.（2001）。校長的課程領導（單文經、高新建、蔡清田、高博銓，譯）。臺北市：學富。（原著出版於2000年）【Glatthorn, A. A. (2001). The principal as curriculum leader (W.-C. Shan, H.-C. Kao, C.-T. Tsai, & P.-C. Kao, Trans.). Taipei, Taiwan: Pro-Ed. (Original work published 2000)】
- Berry, B., & Ginsberg, R. (1990). Creating lead teachers: From policy to implementation. Phi Delta Kappan, 71(8), 616-621.
- Brubaker, D. L. (2004). Revitalizing curriculum leadership: Inspiring and empowering your school community. Thousand Oaks, CA: Corwin.
- Chrispeels, J. H. (2004). The dynamics of sharing and distributing leadership. In J. H. Crispeels (Ed.), Learing to lead together: The promise and challenge of sharing leadership (pp. 3-20). Thousand Oaks, CA: Sage. doi:10.4135/9781452232416.n1
- Doll, R. C. (1996). Curriculum improvement: Decision making and process (9th ed.). Boston, MA: Allyn & Bacon.
- Donaldson, M. L. (2007). To lead or not to lead? A quandary for newly tenured teachers. In R. H. Ackerman & S. V. Mrckenzie (Eds.), Uncovering teacher leadership (pp. 259-272). Thousand Oaks, CA: Corwin.
- Elliott, B., Brooker, R., Macpherson, I., McInman, A., & Thurlow, G. (1997). Curriculum leadership as mediated action. Retrieved from ERIC database. (ED411592)
- Hall, J. M. (1996). Curriculum leadership as perceived by North Dakota elementary principals and teachers (Unpublished doctoral dissertation). University of North Dakota, Grand Forks, ND.
- Hannay, L. M., & Seller, W. (1991). The curriculum leadership role in facilitating curriculum deliberation. Journal of Curriculum and Supervision, 6(4), 340-357.
- Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. New York, NY: Open University Press.
- Murphy, J. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, CA: Corwin.
- Shedd, J., & Bacharach, S. (1991). Tangled hierarchies: Teachers as professionals and the management of schools. San Francisco, CA: Jossey-Bass. doi:10.5860/CHOICE.29-2236
- Wasley, P. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. New York, NY: Pergamon
Journal directory listing - Volume 58 (2013) - Journal of Research in Education Sciences【58(1)】March
Related Issues on Teacher Curriculum Leadership in Junior High Schools: Taking Teacher Leaders of Disciplinary Areas as Examples
Author: Hsiu-Ling Wang(Department of Education, National Taiwan Normal University), Han-Wen Kang(General Education Center, Oriental Institute of Technology)
Vol.&No.：Vol. 58, No. 1
Date：March 2013
Pages：29-58
DOI：10.3966/2073753X2013035801002
Abstract：
This study examines the related issues that teacher leaders of various disciplinary areas encountered in junior high schools after the Grade 1–9 curriculum was performed. We discovered related issues by using a questionnaire, and tracked the sources and causes of the issues through a focus group and individual interviews. Several teachers from 203 schools participated in the survey study and contributed 1,121 sets of valid data. Moreover, we conducted nine focus group interviews in which 48 teacher leaders of various disciplinary areas attended. Thereafter, we interviewed five teachers to obtain a more comprehensive understanding of the survey’s results. Four conclusions were obtained through statistical analyses and discussions of the results. First, the severity of the issues that teacher leaders of various disciplinary areas encountered in junior high schools at the current stage was defined as low to moderate. Second, the issues often resulted from a disciplinary division and the design of the school system. Third, a lack of time, shortage of funds, and undefined responsibility and power were the main causes of the issues. Fourth, the teacher leaders with different backgrounds had diverse views on the related issues of curriculum leadership.
Keywords：the Grade 1-9 curriculum, curriculum leadership, teacher leaders of discipline areas