因應課程變革職業學校課程管理者應有之作為

In Response to the Curriculum Changes: The Required Actions of Curriculum Managers in Vocational Senior High School

10.6384/CIQ.200501.0031

蕭錫錡(Hsi-Chi Hsiao)；陳慕能(Mu-Nen Chen)

課程管理 ； 課程變革 ； 職校課程 ； curriculum change ； curriculum management ； curriculum of vocational senior high school

課程與教學

8卷1期（2005 / 01 / 01）

31 - 47

繁體中文

近一波高職課程變革最根本的內涵，莫過於必修課程減少、校訂課程增加、科系類別簡併與各層級課程統整連貫。如何在課程變革中取得教師的共識、減少變革的阻力，將是中央與學校所要共同面臨的問題。從實務面而言，除了政策規畫者提出完善的變革規劃，也要有學校層級的課程管理者進行監督變革流程、掌控新課程計畫，達成實施新課程的目標。本文旨在論述高職課程變革的趨向，以及學校層級的課程管理者在課程變革中的角色任務。從剖析課程變革的相關理論，說明高職近期課程變革的政策規畫；探討學校層級之課程管理與領導的角色差別；釐析課程管理者應有的作為，提升管理者對自我角色的知覺，並且促使教師在課程變革中增進其課程意識。

The essential cores of the latest curriculum changes in vocational senior high school include the reduction of required curriculum, the increase of selective and school-based curriculum, the mergence of various departments, and the alignment and articulation of curricula in different levels and programs. How to seek the communion with other teachers, as well as to decrease the resistance against the changes, will be the common issues concerted by both governors and schools. From practical perspective, while political planners have proposed complete guidelines for the curriculum changes, the curriculum manager in school-level should conduct a new curricular plan in compliance with these guidelines, and then monitor and control the process of changes in order to achieve the goal of implementing new curriculum. Accordingly, the intention of this report is to focus on the tendency of curriculum changes in vocational senior high school, as well as the role and task of school-level curriculum manager in the process of curriculum changes. There are three main points incorporated in this report. The first is to discuss the relative theories of curriculum changes, and then to illustrate the political plans of curriculum change in vocation senior high school. The second is to compare the difference between the roles of school-level curriculum managers and leaders. The last is to clarify the required actions and promote self-awareness for curriculum managers, and then to facilitate the teachers’ curriculum consciousness regarding the curriculum changes.

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