研究內容 |
|
本研究以原住民重點學校為個案,探討個案學校執行原住民族委員會「鼓勵原住民學生發展多元智能補助計畫」【以下簡稱計畫】之執行狀況、困境、因應方式與可能初步之整體成效。在研究方法上透過文獻探討、個案學校執行本計畫之相關文件分析、人員訪談及研究者之觀察札記等方式進行研究。
本研究所獲得的結論有以下四點:
一、團隊共識、傳承與共同使命是個案學校有效執行多元智能計畫之動力,校長之校務發展理念、學校願景之形塑與其對學生發展多元智能課程教學之理念與想法,亦為執行計畫及推動原住民族教育課程發展的最重要關鍵。
二、個案學校團隊認同計畫、共享計畫之理念哲學與核心目的,在申請及執行計畫的過程中,校長及主責計畫之主任與教師團隊,經校內多次整合相關教師想法與社區家長、耆老與青年等共作之教學討論等機會,建構以多元智能理論為課程核心,以原住民族文化為主題統整的方式,將文化內涵轉化成有系統之課程設計與學習教材,於正式課程實施,以達到文化傳承之目的。
三、「缺乏多元智能課程教學目標與行政計畫審查思維之落差」與「缺乏兼具民族文化知識素養與教學專業之師資」層面是個案學校執行計畫之兩個困境。
四、個案學校在校長、教師團隊、社區部落及家長的團隊共事與願意承擔下,其成效不僅限於學校課程的變革、教學的活化、學生學習的有趣化與社區參與等,而是學校總體的改造與翻轉。
The purpose of this stduy was to explore the situation, predicament, response, and preminary and total effects of the key aboriginal school which comducted the supplementative project to encourage the aboringal students to develop multi-intellengence from the Aboriginal Committee. The study methods were inclusive of literature rreview, interview, and observatoey jourmals theough the researcher.
The following four points were concluded in this study:
1.Team consensus, inheritance and common mission are the driving force for the case school to effectively implement multiple intelligence projects. The principal’s development philosophy for school affairs, shaping the school’s vision, and the ideas aimed at students to develop multiple intelligence courses play vital roles in terms of implementation plan and promoting the development of aboriginal education curriculum.
2.Under the scheme of team identical philosophy and core purpose of the plan, and the shared objective, the principal, the director of the project, and the teacher team had constructed the c multi-intelligent core of curriculum through integration of relevant teachers’ ideas and Community parents, elders, and young people in the process of applying for and implementing the plan.By means of topic integration for the aborignal cultures, cultural content was transformed into a systematic curriculum design and learning materials and implemented in formal courses to achieve the purpose of cultural heritage.
3.Two facets were the predicaments for the case school in this study: The lack of teahcing objective for multiple intelligence and the gap for administrative supervision, and lack of teaching facaulty equipped with national, cultural knowledge and teaching expertise.
4.The case school was undertaken by the principal, team of teachers, community tribes, and parents whose effects are the reform of the school curriculum, the activation of teaching, the students’fun for learning and community participation, and the school’s overall Transform and flip.
|