以課程實施的取向為基礎探討學校改進的實施

Study on Implementation of School Improvement Based on the Perspectives of Curriculum Implementation

10.6384/CIQ.200704.0081

梁歆(Xin Liang)；黃顯華(Hsien-Hua Huang)

學校改進 ； 課程實施 ； 忠實取向 ； 調適取向 ； school improvement ； curriculum implementation ； fidelity ； mutual adaptation

課程與教學

10卷2期（2007 / 04 / 01）

81 - 94

繁體中文

英美等西方國家在20世紀60、70年代進行的課程改革以失敗告終，失敗的經驗顯示如果學校的組織、管理等結構不改變的話，課程變革也無法順利實施。因此，隨之而來的就是大規模的學校重構、學校改進等策略的實施。在這個過程中，變革的焦點又偏向了學校結構的改變而忽略了與學生的學習最密切相關的課程與教學的變革。因此，本文擬以課程實施的不同取向為基礎，分析學校改進所應採取的實施取向。

Failures of curriculum reform in western countries such as the UK and US in the 1960s and 1970s demonstrated that deep changes in school organization and administrative systems was a must to any successful curriculum changes. In the wake of these failures came the large-scale school restructuring and school improvement movements. These new reform tides, shifted the focus to school structural change. The real business of schools-teaching and curriculum, however, has under-addressed in most school improvement reform initiatives. With the informative framework of three types of curriculum implementation, this paper attempts to explore the orientation a school should adopt in the process of school improvement, towards the end of improving students' achievement.

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