校長素養導向課程領導之個案研究

A Case Study of Principals’Competence- Oriented Curriculum Leadership

本研究以個案研究方式，了解校長在素養導向課程領導之策略及推動之作法。本研究以半結構的訪談方式生成資料整理成逐字稿，分析研究資料。研究所得結果如下：
首先，發現校長素養導向課程領導策略有四個面向：第一，校長將自己的角色定位好，才能有積極的作為；第二，校長能論述學校的願景，對願景有清楚的概念；第三，成立核心小組討論出校訂課程地圖；第四，引進外部專家協助提升教師素養導向課程的專業知能。
其次，本研究歸納出校長進行素養導向課程領導之具體作法為：第一，提升校長素養導向課程領導專業知能；第二，促進教師素養導向課程理念專業成長；第三，減輕素養導向課程評鑑之負擔；第四，增權賦能與爭取資源。
第三，探討校長在進行素養導向課程領導時，可能會面臨的困難與相關之抗拒。
最後，綜合本研究分析個案校長之素養導向課程領導之策略與歷程，依據個案校長之課程領導經驗，提供校長們進行素養領向課程領導之具體策略，提出建議供校長們進行素養導向課程領導之參考。

This study uses a case study to understand the principal’s strategies and promotion practices in leadership of competence-oriented courses. This study used semi-structured interviews to generate data and organize it into verbatim drafts to analyze the research data. The results of the study are as follows:
Firstly, we found that there are four aspects of the school principal’s curriculum leadership strategy: 1.the principal has a good role in posi¬tioning himself in order to have a positive effect; 2. the principal can dis¬cuss the school’s vision and have a clear concept of the vision; 3. set up a core group to discuss the revised curriculum map; 4. introduced external experts to help improve the professional knowledge of teachers’quality-oriented courses.
Secondly, this research concluded that the principal’s specific prac¬tices for competence-oriented curriculum leadership are: 1. to enhance the principal’s competence-oriented curriculum leadership professional knowledge; 2. to promote the professional growth of teacher competence-oriented curriculum concepts; 3. to reduce competence-oriented curricu¬lum evaluation 4. empower and strive for resources.
Thirdly, we discussed the difficulties and related resistance that principals may face when they lead the competence-oriented curriculum.
Finally, Based on the analysis of this study, the principal’s compe¬tence-oriented curriculum leadership strategy and process, based on the principal’s curriculum leadership experience, provide principals with specific strategies for literacy leadership to curriculum leadership. And put forward suggestions for the reference of the educational authorities and principals in the revision of curriculum leadership.