碩士 / 國立中正大學 / 教育學研究所 / 106 / This study to investigate how an elementary school principal implemented curriculum leadership on marine education from the aspects of building the vision of marine education, course description and arrangement, creating the organization community, cultivating the development of teachers’ professionalism, integrating the resource of community, and students’ learning condition. This study was conducted with qualitative approach through depth interview, data analysis information, literature review, and detailed observation. Based on the literature review and the experimental results, the findings of this study are as follows:
1. When Principal A built the vision of marine education with curriculum leadership, he would try to deeply understand the environment around the campus, search for the features that helps develop the school, and design the entire structure of course vision in order to create a unique school-based curriculum. By multi-level communication and discussion, he adjusted the course to reach the vision of general consensus.
2. In the process of describing and arranging the course of marine education, Principal A continued the structure of school marine education vision, and designed meaningful content of the course step by step. These arrangements were regarded as the biggest benefits for students and they were built to meet the criteria for each grade’s marine education course.
3. In the process of building the organization community, Principal A formed a cooperative relationship between administration and education by communicating mutually during the time of preparing the lesson together so as to make the marine education run smoothly. In addition, Principal A also tried to build a set of management method for prompting the organization community to communicate with each other from top to bottom.
4. When Principal A was in the process of curriculum leadership, he would help teachers enhance the development of marine education professionalism and their professional consciousness. By the enhancing of the professionalism, teachers’ attitude toward the course would be adjusted as well.
5. In the process of integrating the marine education resources in community, Principal A kept finding available resources in community that could be applied on the course. Besides, he helped build the good relationship with communities. In this way, they became the back-up for the school. When the school lack of resources, they can provide valid information to use.
6. Carrying out the marine education in terms of students’ learning condition helped students learn cognitively, encouraging them to build confidence during the learning process. Based on the marine education, students could develop their affections and pay more attention to their own growing environment. Additionally, the marine education helps cultivate students’ basic hands-on skills.
| Identifer | oai:union.ndltd.org:TW/106CCU00331004 |
| Date | January 2018 |
| Creators | 莊清貴 |
| Contributors | 陳幸仁 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 168 |
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