以全球在地化觀點推動學校社區化之實踐   全文下載

The Practice of School-Community Relationships: The Perspective of Glocalization

本研究運用文獻探討、理論分析的方式，探討推動學校社區化實踐之實踐途徑。研究發現學校與社區彼此係具有重疊之共同核心，且是互為主體之動態、開放系統。學校對於經營效能與社區尋求發展建設，必須以雙方之間的互動為基礎，同時應該具有多層性、延續性、學習性的空間特質與內涵，才能夠適切因應多元化社會以及全球性的變遷變化需求。此外，經由對學校與社區關係發展脈絡的檢視，若是能夠運用全球在地化的觀點，針對二者在互為良善循環的驅動下，可以凝聚彼此的能量，成為有助於推動學校社區化實踐的新途徑。研究最後提出推動學校社區化的建議策略，包括採用同村協力教育觀之措施；實施服務學習與社區學習；營造多元文化共存與重視道德實踐的空間；落實知識管理與重視創新的轉化與提升功能；提供資訊網絡的運用等向度。

This paper utilized the method of theoretical analyze and literature review to discuss the practices of school-community relationships. This paper found cores of school-community relationships and inter-subjective in open system. Based on these discussions, the paper sketched school effective management and community development that need space and meaning by multilayer, continuous, and learning. In the dialectic of the relation of school and community, this paper pointed out the viewpoint of the glocalization as the practice approach of school-community relationships. Finally, this paper point out four ways that could be used to develop school-community relationships, including: the educational concept of whole village; the multicultural existence and the practice of moral; the practice of knowledge management, and the function of innovation transformation and improvement; the application of information network