河口學堂：一位國小校長校本課程領導之敘事探究 Estuary School: A Narrative Inquiry on School-Based Curriculum Leadership of an Elementary School Principal

Abstract

校本課程領導是指校長帶領教師以學校和社區所具備之條件及資源發展出最適合學校的課程方案，強調由下而上的參與式、草根式發展。本研究以敘說探究為研究方法，探究研究者在初任校長任內之課程領導實踐旅程，藉由河蟹校本課程的發展與實踐，以及面對《十二年國民基本教育課程綱要》校本課程轉化之故事敘說，理解與省思校長課程領導之歷程，透過對教師的增權賦能及傾聽學生的聲音，逐步構築同行共學的學校。 School-based curriculum leadership refers to the principal leads teachers to develop the most suitable curriculum for schools. This study takes narrative inquiry as the research method. The researcher stared at the personal implementation of curriculum leadership during the initial period of being appointed principal. By means of narrating stories of curriculum leadership – the development and execution of school-based curriculum to discern and refl ect the evolution of curriculum leadership aspects.

Keywords

• 校本課程
• 敘事探究
• 課程領導
• school-based curriculum
• narrative inquiry
• curriculum leadership