期刊專區/ Periodical Section

學校準備好了嗎？國高中教育人員實施108 課綱的變革準備度

Are Schools Ready? School Practitioners’ Change Readiness for the Curriculum Guidelines of 12-year Basic Education

所屬期刊：	第16卷第1期 主編：國立政治大學教育行政與政策領導研究所教授 吳政達
系統編號：	vol060_03
主題：	教育政策與制度
出版年份：	2020
作者：	潘慧玲；黃曬莉；陳文彥；鄭淑惠
作者(英文)：	Hui-Ling Wendy Pan；Li-Li Huang；Wen-Yan Chen ；Shu-hui Cheng
論文名稱：	學校準備好了嗎？國高中教育人員實施108 課綱的變革準備度
論文名稱(英文)：	Are Schools Ready? School Practitioners’ Change Readiness for the Curriculum Guidelines of 12-year Basic Education
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	36
中文關鍵字：	十二年國教；課程綱要；變革準備度
英文關鍵字：	12-year basic education；curriculum guidelines；change readiness
服務單位：
稿件字數：	24964
作者專長：
投稿日期：	2019/10/22
論文下載：
摘要(中文)：	十二年國教課綱對於學校現場而言是一項新的變革，而新課程能否落實及產生預期成效，學校人員之變革準備度乃是重要關鍵。為了深入了解新課綱實施的初始階段學校人員對此變革的準備度，本研究在理論架構上整合認知、情意與行為意向等面向，並以國、高中校長及教師為對象，運用問卷調查法進行探討，共計回收1,266 份有效問卷。結果發現學校人員均有中高程度以上的認知準備度（得分介於中高標與高標），認知準備度最佳的是領導觀，最弱的則為評鑑觀；在情意與行為意向準備度上，得分皆達中高標，但對變革的喜好度高於行為意向；在不同屬性的人員身上，最具系統性變革準備度差異的是校長、主任與獲博士學位者，這兩類屬性的人，其變革準備度較高。另在進行認知、情意、行為意向得分之組合分析後，發現學校行動者包含「知易行難型」、「順應配合型」與「意興闌珊型」等三類樣態，其中較高認知、較低情意與行為意向者佔多數。後續政策之推動，若能掌握上述之發現，將有助於研訂更為有效的政策工具。
摘要(英文)：	The Curriculum Guidelines of 12-year Basic Education are a new policy for schools. To decide on the implementation process and effectiveness, school practitioners’ readiness to change is critical. In this context, the study used a survey designed to examine high school principals and teachers’ change readiness with regard to cognition, affection and behavior intention. A total of 1,266 valid questionnaires were collected. The findings indicated that school practitioners had reached a high-intermediate to high level of cognitive readiness for change. Among the four dimensions of cognitive readiness, the conception of leadership was ranked highest while that of evaluation was ranked lowest. Readiness of affection and behavior intention were both at a high-intermediate level. But the score for affective readiness was significantly higher than that for behavior intention readiness. There was a significant difference in the readiness scores among school practitioners. Principals, office directors and practitioners with doctoral degree displayed the highest level of readiness. Moreover, based on the combination of cognitive, affective and behavior intention scores, school practitioners were clustered into three groups. The majority of practitioners had higher levels of cognitive readiness and lower levels of readiness of affection and behavior intension. These research findings provide very useful insights for the design of new policy tools.
參考文獻：	尹弘?、李子建、靳玉樂（2003）。中小學教師對新課程改革認同感的個案分析。 比較教育研究，24(10)，24-29。 何奕慧、陳美如（2014）。「合作學習」之回觀思辯與實踐反映。教育研究月刊， 240，127-143。 吳金香、陳世穎（2008）。國小教師對試辦教師專業發展評鑑態度之調查研究 以臺中縣市為例。學校行政，53，211-253。 李子建（1998）。香港小學教師對課程改革的認同感：目標為本課程與常識科的 比較。課程論壇，7(2)，71-83。 李子建、尹弘?（2005）。教師對課程變革的認同感和關注：課程實施研究的探討。教育研究與發展，1(1)，107-128。 周淑卿、李駱遜、涂慶隆、楊俊鴻（2018）。國小試行十二年國教課程的狀況： 以國家教育研究院合作學校為例。教育研究月刊，289，55-73。 林政逸、吳珮瑩（2016）。學習共同體前導學校實施情形、困境與因應策略之研究。師資培育與教師專業發展期刊，9(2)，59-88。 張梅英（2014）。臺南市國中教師對十二年國教課程改革理念認同與關注階段之 研究（未出版之碩士論文）。臺灣首府大學，臺南市。 教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：作者。 許添明、劉智豪（2008）。從國小校務評鑑論教育品質與管理之問題與對策。教 育資料與研究雙月刊，81，153-178。 陳佩英（2009）。一起學習、一起領導：專業學習社群的建構與實踐。中等教育， 60(3)，68-88。 陳美如、郭昭佑（2003）。學校本位課程評鑑- 理念與實踐反省。臺北市：五南。 黃永和（2013）。合作學習的教學實務議題之探析。國民教育，53(5)，78-88。 黃永和（2016）。成為二十一世紀的專業教師：合作學習的共同備課、觀課與議課。教育研究月刊，263，4-17。 黃嘉雄（2012）。影響小學對課程與教學評鑑發現利用之因素研究。課程與教學 季刊，15(3)，1-26。 黃儒傑、戴晨修、洪梅芳（2019）。十二年國民基本教育課程之中學實地情境學習理念與實施。中等教育，70(1)，37-50。 潘慧玲（2002）。反思與展望：我們從學校革新中學到了什麼？載於潘慧玲（主 編），學校革新：理念與實踐（頁441-473）。臺北市：學富。 潘慧玲（2005）。邁向下一代的教育評鑑：回顧與前瞻。載於潘慧玲（主編）， 教育評鑑的回顧與展望（頁1-36）。臺北市：心理。 潘慧玲（2014）。中小學教師專業發展評鑑方案之影響評估。當代教育研究， 22(1)，47-86。 潘慧玲、黃淑馨、李麗君、余霖、劉秀嫚、薛雅慈（2015）。學習領導下的學習 共同體進階手冊2.0 版。新北市：學習領導與學習共同體計畫辦公室。取自 https://drive.google.com/file/d/0BzFo0Q7y8dmZd0t0a0Q1a0IxYWs/view 潘慧玲、鄭淑惠（2018）。植基真實情境的共學效應：學習共同體促動之教師改變。課程與教學季刊，21(4)，121-150。 顏國樑（2017）。國民中小學教師實施公開授課的做法、困境及因應策略。新竹 縣教育研究集刊，17，1-18。 Andrews, D., & Crowther, F. (2002). Parallel leadership: A clue to the contents of the black box of school reform. The International Journal of Educational Management,16(4), 152-159. Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope—The power of the democratic way. Portsmouth, NH: Heinemann. Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005). Creating and sustaining effective professional learning communities. London, UK: DfES. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Carlson, R. V. (1996). Reframing & reform: Perspectives on organization, leadership,and school change. White Plains, NY: Longman. Cheng, K. M. (1998). Can education values be borrowed? Looking into culturaldifferences. Peabody Journal of Education, 73(2), 11-30. Dewey, J. (1938). Experience and education. New York, NY: MacMillan. Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly,13(4), 423-451. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. Harris, H., & Muijs, D. (2005). Improving schools through teacher leadership.Maidenhead, UK: Open University. Hartigan, J. A., & Wong, M. A. (1979). Algorithm AS 136: A k-means clustering algorithm. Journal of the Royal Statistical Society. Series C (Applied Statistics),28(1), 100-108. Halverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Education Policy Analysis Archives, 11(37).Retrieved from http://epaa.asu.edu/epaa/v11n37/ Holt, D. T., Armenakis, A. A., Feild, H. S., & Harris, S. G. (2007). Readiness for organizational change: The systematic development of a scale. The Journal of Applied Behavioral Science, 43(2), 232-255. Holt, D. T., Helfrich, C. D., Hall, C. G., & Weiner, B. J. (2010). Are you ready? How health professionals can comprehensively conceptualize readiness for change.Journal of General Internal Medicine, 25(1), 50-55. Hord, S. M, Rutherford, W, L., Huling, L., & Hall, G. E. (2014). Taking charge of change(Revised Version). Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.sedl.org/pubs/change22/taking-charge-ofchange- 2014.pdf Howley, C. (2012). Readiness for change. Retrieved from https://files.eric.ed.gov/fulltext/ED535400.pdf Jacobs, H.H., (Ed.) (1989). Interdisciplinary curriculum: Design and implementation.Alexandria, VA: ASCD. Johnson, K., Greenseid, L. O., Toal, S. A., King, J. A., Lawrenz, F., & Volkov, B. (2009).Research on evaluation use: A review of the empirical literature from 1986 to 2005.American Journal of Evaluation, 30(3), 377-410. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59(8),37-40. Lewin, K. (1951). Field theory in social science. New York, NY: Harper and Row. Loepp, F. L. (1999). Models of curriculum integration. The Journal of Technology Studies, 25(2), 21-25. Louis, K. S., & Kruse, S. D. (Eds.) (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin. MacBeath, J., & Dempster, N. (Eds.). (2009). Connecting leadership and learning:Principles for practice. London, UK: Routledge. Madsen, S. R., Miller, D., & John, C. R. (2005). Readiness for organizational change:Do organizational commitment and social relationships in the workplace make a difference? Human Resource Development Quarterly, 16(2), 213-234. Matsunaga, M. (2010). How to factor-analyze your data right: Do’s, don’ts, and how-to’s.International Journal of Psychological Research, 3(1), 97-110. Milligan, G. W. (1980). An examination of the effect of six types of error perturbation on fifteen clustering algorithms. Psychometrika, 45(3), 325–342. https://doi.org/10.1007/BF02293907 Morgado, J. C., & Sousa, F. (2010). Teacher evaluation, curricular autonomy and professional development: Trends and tensions in the Portuguese educational policy.Journal of Education Policy, 25(3), 369-384. Murtagh, F., & Legendre, P. (2014). Ward’s hierarchical agglomerative clustering method: which algorithms implement Ward’s criterion?. Journal of Classification,31(3), 274-295. OECD (2018). The future of education and skills Education 2030. Retrieved from https:// www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf Erstad, O. & Voogt, J. (2018) The twenty-first century curriculum: Issues and challenges.In J. Voogt, G. Knezek, R. Christensen, K-W. Lai (Eds.), Second handbook ofinformation technology in primary and secondary education (pp. 1-18). Cham,Switzerland: Springer. Pan, H. L. (2007). School effectiveness and improvement in Taiwan. In T. Townsend (Ed.), International handbook of school effectiveness and improvement (pp. 269-286).New York: Springer. Pan, H. L., Nyeu, F. Y., & Cheng, S. H. (2017). Leading school for learning: Principal practices in Taiwan. Journal of Educational Administration, 55(2), 168-185. Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books. Prochaska, J. O., Redding, C. A., Harlow, L. L., Rossi, J. S., & Velicer, W. F. (1994). The transtheoretical model of change and HIV prevention: A review. Health Education Quarterly, 21(4), 471-486. Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American Journal of Health Promotion, 12(1), 38-48. Ritchie, L. M. P., & Straus, S. E. (2019). Assessing organizational readiness for change: Comment on “development and content validation of a transcultural instrument to assess organizational readiness for knowledge translation in healthcare organizations: The OR4KT”. International Journal of Health Policy and Management, 8(1), 55. Sanders, J. R. (2002). Presidential address: On mainstreaming evaluation. American Journal of Evaluation, 23(3), 1-19. Schaninger, C. M., & Buss, W. C. (1986). Removing response-style effects in attributedeterminance ratings to identify market segments. Journal of Business Research,14(3), 237–252. https://doi.org/10.1016/0148-2963(86)90004-4 Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W.Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). New York, NY:Macmillan. Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass. Spillane, J. P., & Diamond, J. B. (2007). Distributed leadership in practice. New York,NY: Teachers College Press. UNESCO (2013). Definition of ESD. Retrieved from http://www.unescobkk.org/education/esd-unit/definition-of-esd/ Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans).Cambridge, MA: Harvard University Press. Wall, A., & Leckie, A. (2017). Curriculum integration: An overview. Current Issues in Middle Level Education, 22(1), 36-40. Retrieved from https://files.eric.ed.gov/fulltext/EJ1151668.pdf Ward, J. H. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244. Waugh, R. F. (2000). Towards a model of teacher receptivity to planned system-wide educational change in a centrally controlled system. Journal of Educational Administration, 38(4), 350-367. Waugh, R. F., & Punch, K. F. (1987). Teacher receptivity to systemwide change in the implementation stage. Review of Educational Research, 57(3), 237-254. Waugh, R., & Godfrey, J. (1995). Teacher receptivity to system wide change in the implementation stage. British Educational Research Journal, 19(5), 565-578. Weiner, B. J.(2009). A theory of organizational readiness for change. Implementation Science,4, 67-75. doi:10.1186/1748-5908-4-67 Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies (2nd ed.).Upper Saddle River, NJ: Prentice Hall.