縣市層級課程推廣之個案研究：以新北市品德教育聯絡簿為例

A case study on the curricular dissemination at municipal level: The Character Educational Communication Book in New Taipei City

侯一欣(Yi-Hsin Hou)；高新建(Shin-Jiann Gau)

課程推廣 ； 課程實施 ； 品德教育 ； 階層線性模式 ； curriculum dissemination ； curriculum implementation ； Character Education ； hierarchical linear model

教育學誌

42期（2019 / 11 / 01）

55 - 109

繁體中文

本研究問卷調查新北市實施品德教育家庭聯絡簿，受教師個人和學校背景的影響因素，結論如下：一、教師研習有益於課程實施的成效、教室內具體融入情形及實施順暢度。二、在謀求問題解決上，隨著教師年齡越長的經驗累積，能力表現越佳；然隨著在校服務越資深，卻越慣習於傳統，而漸失謀求問題解決的動能。三、學校制度化程度與實施順暢度，對課程實施成效有正向的交互作用，但若僅提升學校制度化程度，則對課程實施成效有不利影響。四、雖然教師參加研習，有益於個體的實施；但若學校環境越制度化，則教師個人參加外部研習的「新」經驗，因較易抵觸校內「舊」制度，而對課程實施產生不利影響。五、課程推廣務須考量教師個人背景與學校組織脈絡因素。

The Character Educational Communication Books designed and implemented from 2011 owing to acting in concert with the Ministry of Education , have affected almost all elementary and junior high schools in New Taipei City. In order to realize how the background factors from individual teacher and organizational climate take effect in the dissemination from municipal government to schools, we surveyed 29 directors of student affairs and 612 teachers in junior high schools by questionnaire, and data gathered was statistically analyzed by HLM 7.0. According to the reviews and discoveries, we reach the conclusions as the follows: 1. If we only take the respects of individual background into account, teachers who had the learning experiences from external institutions would perform well in curriculum implementation, classroom instruction and fluency of implementation. 2. Accounting for the ability of problem solving, if individual teacher get older and more experiences, he would perform well in problem solving. However as the teacher stays in the same school more longer, he would lose more motivation of problem solving, just for being accustomed to conservative tradition in each school. 3. The degrees of institutionalization and affluent implementation interact positively in the effectiveness of curriculum implementation, but only highlight the degree of institutionalization would lead to negative effectiveness. 4. If we also take the respects of organizational background into account, teachers who had the 'new' learning experiences from external institutions would conflict with the traditional institutionalization and thus have negative effectiveness in curriculum implementation. 5. The background factors from individual teacher and organizational climate must be taken into account, especially about the dissemination from municipal government to schools.

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