體驗區
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| 篇名 |
跨越偏鄉教育的孤寂――從小校策略聯盟開始
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| 並列篇名 |
From the Strategic Alliance of the Rural School to Overcome the Isolation of Rural Education
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| 作者 |
潘淑琦(Shu-Chi Pan)
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| 中文摘要 |
本研究以特偏地區之集集國小為主要研究對象，該學區因少子化及98年八八風災造成部分遷村之影響，學生人數驟減為32位，學區屬於經濟弱勢文化不利地區。本研究採質性研究方式，藉由實際活動觀察及參與策略聯盟學校之校長、師生和家長等對談、學生回饋及研究者省思札記等來蒐集資料，透過多元資料來源、對象，來進行三角檢測，以提高效度與信度。研究結果發現（一）以學生學習成效而言，可以提升學童合作、互動、學習及模仿機會；（二）對家長及學校重要關係者來看，學校教育不因學生人數少而打折，更能以客製化教學活動來激發學生潛能；（三）對學校經營效益而論，可整合資源降低成本，發揮最大效益，並做為經營與發展學校的因應策略；（四）對教師大愛展現而言，更凝聚教師為學生犧牲奉獻的心，對於校際策略聯盟各方案皆能全力以赴；（五）以校際共好目標而行，透過策略聯盟的合作激勵、型塑特色，改善校際低沉氣氛，邁向共好目標。小校策略聯盟之成功，建議應留意：（一）學校經營者的教育理念是支撐偏鄉小校策略聯盟的關鍵因素；（二）教師的教育熱忱是偏鄉小校策略聯盟的成功力量；（三）偏鄉小校共好共榮是策略聯盟的推進器；（四）透過策略聯盟讓學校以學生學習為優先；（五）偏鄉小校策略聯盟是拓展學生視野的利器；（六）偏鄉小校應屏除偏見攜手策略聯盟。
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| 英文摘要 |
The main object of study was the Jiji elementary school in a rural area, because the influence of low fertility and the typhoon disaster caused some villages to relocate in 2009, the number of students reduced suddenly to 32 in this school district, and this district belonged to an economically disadvantaged and culture deprived area. This study used qualitative research methods, collected the research materials by the observation of actual activities, the interviews with principals, teachers, students and parents of the strategic alliance schools, students’ feedback and researcher’s reflection, etc., and took the triangulation by multi-data sources and objects in order to improve the validity and reliability. The results of this study showed that: 1. In terms of student learning effectiveness, the strategic alliance could enhance the opportunities of students’ cooperation, interaction, learning and imitation. 2. In terms of the important relationship between parents and school, school education was not discounted because of student numbers decreased, and could stimulate the student’s potential with customized teaching activities.3. For the school operating efficiency, the strategic alliance could integrate resources to reduce costs, maximized the benefits, and as a strategy for the operating and developing schools.4. In terms of teachers showed educational love, he strategic alliances can better unite the teacher’s heart to make sacrifices for their students, and they can go all out for the interschool strategic alliances.5.Toward the interscholastic all-win goal, improving the low atmosphere of inter-school and toward this goal through the cooperation incentives and manufacturing features. It should be noted that the success of strategy alliance in rural schools: 1.The manager’s educational concepts were a key factor in supporting the rural schools partnership.2. The teacher’s educational enthusiasm was the successful force of the rural schools partnership.3. The rural schools all-win was a propeller of the strategic alliance.4. The school took student’s learning as first through strategic alliances.5. The rural schools partnership was an efficient strategy to expand student’s vision.6. Rural schools should give up bias to participate in the strategic alliances.
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| 頁次 |
223-249
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| 關鍵詞 |
偏鄉教育
、策略聯盟
、學生學習
、rural education
、strategic alliance
、students learning
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| 卷期 |
115
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| 日期 |
201805
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| 刊名 |
學校行政
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| 出版單位 |
社團法人中華民國學校行政研究學會
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| DOI |
10.6423/HHHC.201805_(115).0012
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