University of Macau / Faculty of Education

University of Macau / Faculty of Education

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高中歷史教科書自1999學年度起即由統編本開放為「一綱多本」之審定本，各版編著者雖皆依據1995年部頒之課程標準，然仍因編寫理念不同，內容之差異性難以避免。目前新編高中歷史教科書即有六版：三民、大同、正中、南一、建宏、龍騰，實有必要加以探討。 本文從政治與歷史密不可分之關係，探討高中歷史教育與歷史教科書之間的關係與演變，焦點集中於高一下冊本國近現代史部分。鑒於目前新編高中本國史下冊審定本中的六版教科書，因編寫理念不同，在外部結構及主題內容有較大差異，在政治立場上尤為突出，特擇取中國近現代為研究主題，加以比較分析。在研究方法上，本文依據教科書的特性以內容分析法為主，從外部的結構量化分析，比較各版本在標題綱要、提綱、注釋、大事年表等方面之差異；從實質內容的分析，比較各版本間在課文內容、歷史評價、圖片內涵、研究與討論等方面之異同。藉此檢視其是否與部頒之高中歷史課程標準相符，觀察新舊教材轉變之軌跡，以及對此後之大學入學測驗、歷史教育之影響。同時透過本文之研究，希望能對當前台灣地區之歷史研究與歷史教育提供不同面向之省思，所提相關建議作為日後教育主管機關之參考與採納。 / After the school year of 1999, history textbooks for senior high school were no longer published, in a unified version, by the Ministry of Education (MOE) only; private publishing houses have been allowed to compile and publish various versions of textbooks since then. Even though all publishers follow the curriculum standards/ guidelines enacted by the MOE in 1995, diversity of contents still exists because of different concerns about compilation. Currently, there are six versions of history textbooks for senior high school: San-min, Da-tong, Zheng-zhong, Nan-yi, Jian-hong, and Long-teng, and therefore it is necessary to have a further discussion. This paper discusses the evolution of history education and history textbooks for senior high school and the relationship between the two by analyzing the interplay between politics and history. Since the six versions of history textbooks are very different in their external structure and contents because of varied concerns over compilation, and the diversity is especially apparent in their political stances, modern and contemporary history of Chinese are chosen as the topics to be compared and analyzed. As for methodology, this paper mainly takes the content analysis approach due to the characteristics of textbooks. It compares the differences in titles, outlines, footnotes, and chronologies of important events by making quantitative analysis of the external structure, and compares the disparities in texts, historical evaluation, pictures, and questions for discussion by analyzing the contents. By doing so, the paper aims at examining whether the textbooks meet the curriculum standards, observing how the teaching materials have changed, and discussing the impacts brought by the change on college entrance exams and history education. Also, it is hoped that the paper offers reflections on historical research and history education in Taiwan from different perspectives, and the suggestions will be considered and adopted by the educational authorities.

本研究旨在探究國民小學師傅校長教導課程與永續領導能力之關係。本研究方法為文獻分析法、問卷調查法及後置訪談及座談法，問卷調查樣本以臺灣地區各縣市公立國民小學校長為研究對象，共1000人，樣本回收732份，回收率達73.2%；樣本可用726份，可用率達72.6%；焦點團體座談係邀請曾經接受過師傅校長教導之現任公立國民小學校長參加。研究工具包含採用之「國民小學師傅校長教導課程調查問卷」、自編之「國民小學校長永續領導能力調查問卷」及「國民小學師傅校長教導課程與永續領導能力座談大綱」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析及內容分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下： 一、師傅校長教導課程含瞭解學校、就任校長、推動校務、化解衝突與生涯發展。 二、永續領導能力含深廣學習、分佈領導、社群連結、資源凝聚與延續傳承。 三、師傅校長教導課程的得分程度佳，並以「推動校務」課程得分最高，而「就任校長」課程得分最低。 四、校長永續領導能力的現況得分程度佳，並以「資源凝聚」能力表現最佳，以「深廣學習」能力得分最低。 五、校長背景變項中，性別、最高學歷在師傅校長教導課程看法的差異達顯著水準，但年齡、年資、學校規模、受訓地點、學校區域未達顯著差異。 六、校長背景變項中，年齡、年資、學校規模、學校區域對知覺永續領導能力的差異達顯著水準，但性別、最高學歷、受訓地點未達顯著差異。 七、師傅校長教導課程得分高分組者，在永續領導能力得分顯著優於中、低分組；師傅校長教導課程得分中分組者，在永續領導能力得分顯著優於低分組。 八、師傅校長教導課程與永續領導能力間呈顯著正相關。 九、師傅校長教導課程對永續領導能力具有中度預測力，且以生涯發展課程最具有預測力。 十、師傅校長教導課程對永續領導能力的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、校長培訓的課程應嵌入師傅校長教導及永續領導能力。 二、校長培訓課程應增加推動校務、生涯發展課程，以及深廣學習、延續傳承、分佈領導能力。 三、應加強小規模學校校長之永續領導能力。 四、擬定師傅校長教導課程之具體大綱及內容。 五、重視師傅校長的遴選、訓練、配對、教導與評鑑。 六、舉辦校長永續領導能力涵養之研習進修活動。 七、統合相關資源，以建置校長資訊提供及發展之網絡。 貳、對國民小學校長的建議 一、建置校長經驗分享平台，以幫助其成長與發展。 二、組成校長專業社群以增進交流、激盪與對話。 三、鼓勵退休或資深優秀校長擔任師傅校長。 四、強化永續領導的觀念，從學校長期發展進行思維。 五、掌握校務發展的持續性及計畫性的變革步調，延續重要計畫。 六、瞭解學校具有長期時間與寬廣空間之影響力。 七、注重專業知能與實踐能力，以持續進修達成自我之提升。 / The main purpose of this research is to study of relationship of principal’s mentoring curriculum and principal’s sustainable leadership in elementary school. The research methods used was literature review, questionnaires investigation, focus group sessions. The research instrument was distributed to 1000 elementary public school principals all over Taiwan and 726 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, Multiple Regression and SEM model through the use of LISREL 8.71, and content analysis. The conclusions drawn from the study were as follows: 1. The principal’s mentoring curriculum includes: understanding the school, taking up the post of a principal, promoting the administrative affairs of schools, dissolving the conflict and career to develop. 2. Sustainable leadership of an elementary school principal includes: deep and broad to study, distributed leadership, community link, getting resources and conservation. 3. The mentoring curriculum “promoting the administrative affairs of schools” rank first and “taking up the post of a principal” rank last. 4. All the elementary principal sustainable leadership abilities received a positive outcome and “getting resources” rank the highest, “deep and broad to study” rank last. 5. The elementary school principal’s background demography sex and education incurred a significant difference with all the mentoring curriculum. 6. The elementary school principal’s background demography age, years in service, school size, and school district incurred a significant difference with all the sustainable leadership abilities. 7. Elementary school principals who got high score on the mentoring curriculum were gotten better score in the sustainable leadership than low and middle ones, who got middle score on the mentoring curriculum were gotten better score in the sustainable leadership than low ones. 8. The mentoring curriculum for an elementary school principal is positively correlated with the sustainable leadership. 9. The mentoring curriculum for an elementary school principal could positively predict. 10. The model of mentoring curriculum to sustainable leadership for an elementary school principal is proper. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “principal of elementary schools”, hoping to benefit the of the school principal preparation systems in the future.

本研究旨在探討國民中學校長課程領導策略對學校組織文化塑造之影響情形。希望藉由理論探討與實徵研究結果，提出建議作為校長推動課程領導與發展優質學校組織文化的參考。 本研究使用方法包括文獻探討與問卷調查。文獻分析的目的乃在於探討校長課程領導策略與學校組織文化塑造以架構研究的理論基礎。問卷調查方面，以基隆市16所國中的16名校長及370名教師為調查對象，有效回收校長問卷16份、教師問卷342份，問卷回收整理後分別以描述性統計、t考驗、變異數分析、多元逐步迴歸分析及線性結構模式分析探討。 本研究之主要研究發現如下： 一、國中校長課程領導策略及學校組織文化塑造的指標、內涵及其現況： （一）校長課程領導策略包括自我超越、改善心智模式、建立共同願景、團隊學習、系統思考等五個向度；校長問卷結果，其整體、分向度得分均佳，其中以改善心智模式得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以改善心智模式得分最高。 （二）學校組織文化塑造包括基本假定、共同價值觀、共同行為模式、象徵性活動等四個向度；校長問卷結果，其整體、分向度得分均佳，其中以共同價值觀得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以基本假定得分最高。 二、不同背景變項在校長課程領導策略及學校組織文化塑造之差異情形： （一）不同背景變項在校長課程領導策略的得分方面：校長問卷結果發現，在性別、學校歷史有顯著差異，但年齡、學歷、本校服務年資、學校規模及學校區域沒有顯著差異。教師問卷結果發現，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 （二）不同背景變項在學校組織文化塑造的得分方面：校長問卷結果發現，在性別及學校規模有顯著差異，年齡、本校服務年資、學校歷史、學校規模及學校區域沒有顯著差異。教師問卷結果發現，，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 三、校長課程領導策略各向度對於學校組織文化塑造的預測情形： 校長課程領導策略之系統思考、改善心智模式及建立共同願景對整體學校組織文化塑造有顯著的預測力。 四、校長課程領導策略各向度對學校組織文化塑造的互動模式 各項適配度指標佳，前因變項（校長課程領導策略）對後果變項（學校組織文化塑造）具有顯著的影響力。 最後，本研究根據研究的發現提出相關建議，俾供教育行政機關、校長培育中心、國民中學校長及後續研究者參考。 關鍵字：國民中學 課程領導 學校組織文化 / The purpose of this study was to investigate the impact of principal’s curriculum leadership strategies into the school organization culture molding in junior high schools. Through the related theoretic analysis and the result of empirical study, it offers some suggestions for principals to promote curriculum leadership and develop the high-quality school organizational culture. The study included literature analysis and survey method with a questionnaire. The purpose of literature analysis was aimed to explore the principal’s curriculum leadership strategies and school organization culture molding. In questionnaire aspect, the subjects included 16 principals and 370 teachers from 16 public junior high school in Keelung city. There were 16 valid questionnaires from principals and 342 questionnaires from teachers were compiled. The collected data were analyzed by descriptive statistics, t-test, ANOVA, multiple regression and LISREL model. The study finds the following results : A.In the aspects of principal’s curriculum leadership strategies : 1.The principal’s curriculum leadership strategies include five parts : (1)personal mastery, (2)improving mental models, (3)building shared vision, (4) team learning, (5)systems thinking. The perception of principals and teachers were above average agreement of the five parts. For principals, the best dimension is “improving mental models”. For teachers, the best dimension is “improving mental models”,too. 2.Principal’s sexual and school’s history have significant influences on principal’s curriculum leadership strategies. But principal’s age, highest educational degree, years of service, school’s size, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. B.In the aspects of school organization culture molding : 1.The school organization culture molding include four parts : (1)basic assumption, (2)peer value, (3)common behavior pattern, (4)symbol activity. The perception of principals and teachers were above average agreement of the four parts. For principals, the best dimension is “peer value”. For teachers, the best dimension is “basic assumption”. 2.Principal’s sexual and school’s size have significant influences on school organization culture molding. But principal’s age, highest educational degree, years of service, school’s history, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. C.In the aspect of relationships between principal’s curriculum leadership strategies and school organization culture molding : 1.There was positive correlation and regression existed between principal’s curriculum leadership strategies and school organization culture molding. 2.Principal’s curriculum leadership strategies did promote school organization culture molding. In the last part, the researcher, based on the findings, proposed some suggestions for authorities of educational administration , the school leadership academy, the junior high school’s principals, and the future researchers. Key words: junior high school, curriculum leadership, school organization culture

本研究旨在探討「曼陀羅課程」與「創造思考力」之間的關係，設計一套適合我國國小學生學習的課程方案，最後依據研究結果提出建議。首先，針對「曼陀羅課程」與「創造思考力」進行文獻探討，俾作為研究立論基礎與分析之依據；其次，本研究採「準實驗研究法」，以國小甲校五年A班為實驗組進行共200分鐘的實驗課程，以國小甲校五年B班為對照組。研究工具包括研究者編製之「曼陀羅課程教材」、「曼陀羅課程學習成效評量」，以及「Torrance創造思考測驗圖形版」、「Torrance創造思考測驗語文版」；接著，以統計方法對實驗結果加以探討分析，包括描述性統計、t考驗、皮爾森積差相關以及逐步迴歸法；最後，依據結果形成結論與建議。茲將本研究之主要結論歸納如下： 壹、實驗組與對照組「Torrance創造思考測驗圖形版」後測分數有顯著差異。 一、實驗組在接受「曼陀羅課程」學習後，後測分數顯著高於對照組。後測分數包含標準分數平均數、創造力指數及創造潛能優異表現三個項目。 二、在本測驗包含的五項創造力特質中，實驗組在「獨創力」之後測分數顯著高於對照組；在「精密力」和「開放力」之後測分數與前測相比有提升。 貳、實驗組與對照組「Torrance創造思考測驗語文版」後測分數有顯著差異。 一、實驗組在接受「曼陀羅課程」學習後，後測總分顯著高於對照組。 二、在本測驗包含的三項創造力特質中，包含「流暢力」、「獨創力」、「變通力」，實驗組的後測分數皆顯著高於對照組。 參、實驗組學生多能充分理解「曼陀羅課程」，學習成效評量結果佳。 肆、「實-虛」課程對「語文創造力」具顯著相關及預測力。 最後，根據後續研究研究結果，提出相關建議，俾供對曼陀羅課程之內容設計、教學方式，以及對教育工作者與後續研究之參考。

MOOCs實現了高等教育的跨國性、大量性與開放性，成功將世界各地的學習者、教學者與相關機構帶進全球網絡，為全球知識與傳播提供一個全新的平台。這場由世界頂尖大學所引發的MOOCs風暴，短時間內便席捲全球，在高等教育界掀起一陣波瀾。《紐約時報》甚至將MOOCs形容成一場「校園海嘯」，以迅雷不及掩耳的速度，衝擊高等教育的百年現場。 然而，究竟這場MOOCs風暴是如何一路延燒到世界各地？不同階段的影響因素又有何不同？為了釐清這些問題，本研究利用複雜理論「系統性」與「動態性」的觀點，探討MOOCs創新擴散之動態歷程，分析相關因素如何影響各個階段的歷程演變，以及因素之間互動後所產生的回饋關係。 本研究採用歷史研究法，並參考王美雅（2005）的創新擴散之動態模型，做為研究架構之基礎，探討MOOCs各階段擴散歷程之初始狀態、演化與正向回饋效果以及自我組織的現象。 研究結果發現，MOOCs的擴散事實上是一個自我組織的過程。在MOOCs擴散過程中，以「創新者的網路位置」與「理解創新的難易程度」兩項變數的影響尤其顯著。而各項變數之間不僅擁有正向回饋效果，亦存在著負向回饋效果，進而影響MOOCs的擴散與演化。 / MOOCs successfully brought global students, educators, and related organization into a global network, forming a platform for global diffusion of knowledge. Started by top universities around the globe, MOOCs’ forces have swept around the globe in a short amount of time, creating ripples in the higher education web. The New York Times describes MOOCs as a “Campus Tsunami,” sweeping through the sectors of higher education. How did this “Campus Tsunami” sweep around the globe? What are the factors that affect its dynamic diffusion process? In order to clarify these questions, this study employs the systematic and dynamic point of view of the complex theory to analyze how the factors influence each of MOOCs diffusion stages and what effects the factors create after interaction. This study employs the historical study method and Mei Ya, Wang’s (2005) dynamic innovation diffusion model as the fundamental structure to explore the initial conditions, evolution and positive reinforcements, and self-organization of each diffusion stage. The results demonstrate that MOOCs’ diffusion is based on self-organization. Within the seven factors, innovator networks and the difficulties in understanding innovation are the foremost influential factors. During MOOCs diffusion stages, the different factors interact with each other, producing both positive reinforcements and negative reinforcements, thus influencing MOOCs continuous diffusion and development.

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.

近年來高等教育逐漸重視資訊素養教育，各大學校院陸續以通識課程的形式開設資訊素養課程，期望在通識教育之精神下，培育學生具備問題解決的能力，並能有效地與人溝通合作。然而，我國目前資訊素養通識課程，在各個學校的開設有不同的名稱，且不同教師所教授的資訊素養課程內容亦有所分歧；這些課程都是以提升學生資訊素養能力為教學目標，若能發展具有共識的課程內容、尋覓適當的教學方式，應有助於協助教師規劃課程，改善大學生整體的資訊素養。 　　本研究之目的即在探討目前資訊素養課程開設之情形，以及授課教師對課程規劃之看法，以提出資訊素養通識課程規劃之建議。本研究對我國九十七學年度資訊素養通識課程進行內容分析，瞭解資訊素養通識課程開設之現況；並透過問卷和訪談調查資訊素養課程授課教師之教學模式與評量方法。 　　經調查顯示，大學校院資訊素養通識課程開課數量較往年有所成長，資訊素養教育已愈來愈受學校重視。而資訊素養通識課程名稱相當多元，課程內容以「查找資訊資源」為資訊素養課程主要的核心，但亦包含建立知識背景、評估資訊資源等內容，較以往的課程更重視資訊的組織與呈現，以及資訊倫理和法律議題。而從授課教師教學型態中發現，資訊素養課程已開始朝向數位學習發展，教師亦運用多樣化的教學活動與教材規劃課程，並從知識、技能與態度面來評量學生學習成果。 　　由研究結果歸納建議，大學校院資訊素養通識課程在開設方面，應由通識教育中心主動規劃，且可與圖書館共同合作發展課程，將其納入整個教學人力和資源；在課程規劃方面，教師可以「圖書館和資訊素養」為課程名稱，並依《高等教育資訊素養能力標準》為目標彈性設計課程、開發問題導向式學習教材、善用數位學習教材輔助教學，並以數位學習認證規範開發課程與教材；在評量方面可透過學習歷程檔案來評量學生學習成果。最後，應建立資訊素養教材資源交流的平台，互相分享資訊素養課程教材，做為推動資訊素養教育之管道。 / In recent years, information literacy education has gained more and more attention in higher education. Some universities offer courses about information literacy in general education program. With the spirit of general education, these information literacy courses enable students to solve problems independently, as well as communicate and cooperate with others efficiently. However, currently, each university adopts different course names for information literacy courses and each teacher teaches in different ways. Since the aims of these courses are to build up information literacy ability of students, a consensus on the course content and developing suitable teaching methods will help teachers in designing information literacy courses and effectively improve students’ information literacy skills. The purpose of this study is to explore the current situation of information literacy courses and to understand teachers’ perspectives on course design, and further make suggestions on information literacy courses planning. This study analyzed the information literacy course contents in general education program of 2008 School Year in Taiwan, and investigated teachers’ teaching model and assessment methods through questionnaires and interviews. Findings show that the numbers of information literacy courses have been increased than that in last year and information literacy course has gotten more attention in universities. The names of information literacy courses are diverse. The contents of information literacy courses mostly focus on information searching, but also emphasize on building background knowledge, evaluating information sources, organizing and presenting information, and recognizing issues of information ethics and information laws. The instructional patterns of information literacy courses have been moved toward e-learning style. Teachers use various activities and materials to design courses, and evaluate students’ learning performance in terms of knowledge, skills and attitudes. Based on the results, this study suggests that: (1) General education center should offer information literacy courses initiatively. (2) Teachers could cooperate with the library to develop information literacy courses. (3) Use “Library and Information Literacy” as the course name. (4) Designing courses flexibly based on the “Information Literacy Competency Standards for Higher Education”. (5) Developing problem-based learning materials. (6) Use e-learning materials to support teaching. (7) Developing courses and teaching materials in accordance with the e-Learning Quality Certification. (8) Use portfolio to assess students’ learning performance. (9) Establishing an information exchange platform to share the resources of information literacy.