體驗區
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| 篇名 |
學校本位課程發展歷程模式之研究：幼兒園、家庭與社區合作取徑特色課程
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| 並列篇名 |
A Study on the Development Model of School-based Curriculum: Feature Curriculum for the Cooperative Approach of Preschool, Family, and Community
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| 作者 |
林佳芬(Chia-Fen Lin)
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| 中文摘要 |
因應課程政策的改革，探究幼兒園如何發展學校本位課程，是本研究的主要背景與目的。本研究採用個案研究方式，研究對象為一所公立國民小學附設幼兒園，共蒐集了三階段的質性研究資料，第一階段為行動研究實作，主要在發展幼兒園、家庭與社區合作之學校本位特色課程；第二階段為焦點團體座談，是延續第一階段行動成果，以團體互動方式彙整所有研究參與者的相關經驗、意見與共識，以瞭解課程發展之實作經驗；第三階段是以紮根理論進行前兩階段資料的理論性編碼，以分析個案幼兒園的學校本位課程發展歷程模式。本研究之結論：個案幼兒園之校本課程發展歷程模式，包括三個行動策略與六項執行分項；個案幼兒園應用學習支援網絡與群體互動，建立與家庭、社區的合作取徑關係。本研究建議:幼兒園發展校本課程可以視個別情境條件結合在地資源以形成特色課程；幼兒園校本課程發展相關研究可以擴展研究對象、方法及其支持性資源。
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| 英文摘要 |
The main background and purpose of this study was to explore how a preschool responds to curriculum policies in order to develop school-based curriculum. This research adopts the method of case study, and the research object was a public elementary school affiliated preschool. This study had collected three stages of qualitative research data. The first stage was the implementation of action research, mainly focusing on the development of school-based feature curriculum for preschool, family, and community cooperation. The second stage was a focus group discussion. The main purpose was to gather the relevant experiences, opinions, and consensus of all research participants through group interaction, in order to understand the practical experience of curriculum development. The third stage adopted the grounded theory in the theoretical coding of the data of previous two stages, then analyze the school-based curriculum development process model of the case preschool. There were two conclusions in this study: 1. In the case preschool, the development process model of school-based curriculum included three action strategies and six execution sub items. 2. The case preschool applied learning support networks and group interaction methods to establish cooperative pathways with families and communities. There were two suggestions in this study: 1. The development of school-based curriculum in preschools could form characteristic courses based on individual situational conditions and combination with local resources. 2. Conducting research on the development of school-based curriculum in preschools could expand research objects, methods, and supporting resources.
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| 頁次 |
231-264
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| 關鍵詞 |
教育行政
、幼兒園
、學校本位課程
、個案研究
、educational administration
、preschool
、school-based curriculum
、case study
、TSSCI
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| 卷期 |
27:2
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| 日期 |
202404
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| 刊名 |
課程與教學
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| 出版單位 |
中華民國課程與教學學會
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| DOI |
10.6384/CIQ.202404_27(2).0008
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