以知識創造SECI模式分析偏鄉國小校本課程的規劃與實施

Using the SECI Model of Knowledge Creation to Analyze the Planning and Implementation of School-Based Curriculum in Rural Elementary Schools

10.6423/HHHC.202409_(153).0009

賴美娟(Mei-Chuan Lai)

知識領導 ； 校本課程 ； SECI模式 ； knowledge leadership ； school-based curriculum ； SECI model

學校行政

153期（2024 / 09 / 16）

253 - 279

繁體中文;英文

少子化現象加劇了城鄉差距，偏鄉面臨許多的挑戰，近年來，偏鄉學校透過發展學校特色的校本課程來吸引學生就讀，利用在地資源和環境特色，建立具有獨特性的課程，對抗少子化浪潮。本文從知識創造SECI模型式（socialization、externalization、combination、internalization）的角度，分析知識管理在校本課程傳遞上的應用，了解學校在實施校本課程過程中，面對教師流動率高，課程複雜度高的情況下，如何將課程得以傳承與創新，成為偏鄉學校發展校本課程的任務，其過程值得其他偏遠學校作為參考。本研究採個案研究，以桃園市某偏遠國小為研究場域，透過文件與訪談，獲得的研究發現與實務上的發現，包括：透過實體與數位分享管道，教師將內隱知識社會化；運用文件及教學分享，教師將內隱知識外顯化；結合跨域協同，教師整合資源將外顯知識結合化；教師透過課程實際操作，將外顯知識內隱化。最後，根據研究發現針對教師及學校兩個方面，提出相關建議，供其他偏遠學校實踐校本課程之參考。

The phenomenon of a declining birthrate has exacerbated the gap between urban and rural areas, and rural areas are facing many challenges. In recent years, rural schools have attracted students to enroll by developing school-based courses with school characteristics. They have used local resources and environmental characteristics to establish unique courses to compete with The wave of declining birth rate. From the perspective of the SECI model of knowledge creation, this article analyzes the application of knowledge management in school-based curriculum delivery and understands how schools can inherit and inherit the curriculum in the face of high teacher turnover and high curriculum complexity during the implementation of school-based curriculum. Innovation has become the task of developing school-based curricula for rural schools, and the process is worthy of reference for other remote schools. This study adopts a case study approach, taking a remote elementary school in Taoyuan City as the research site. Through documents and interviews, the research findings and practical findings obtained include. Through physical and digital sharing channels, teachers will Socialization of implicit knowledge, using documents and teaching sharing, teachers make implicit knowledge explicit; combined with cross-domain collaboration, teachers integrate resources to combine explicit knowledge; teachers make explicit knowledge implicit through practical course operations. Finally, based on the research findings, relevant suggestions are put forward for both teachers and schools, which can be used as a reference for other remote schools implementing school-based curricula.