澳門校本課程改革的「雙城故事」： 「遙控」vs.「浸入」式的U-S夥伴協作兩種校本支援路徑 “A Tale of Two Cities” on the School-based Curriculum Development in Macao: “Long Distance” vs. “Immersion” Approaches

Abstract

澳門特別行政區（下稱澳門）的學校主要由私立學校構成。在《基本法》辦學自主的原則下，政府推動教育改革面臨一定困難。為開拓參與空間，政府持續加大財政援助，對地區課程進行引導干預。在政府帶領下，大學與學校的夥伴協作（University-School Collaboration）成為提升學校和教師能量、發展校本課程的重要嘗試。本文採用個案研究，探索「遙控」和「浸入」兩種不同校本支援路徑，在發展校本課程、促進教師專業發展中的具體策略、歷程和作用。研究資料來自會議紀錄等文本及訪談，希望從中窺見不同支援途徑下校本課程發展的特點、限制和可能。 The schooling system of Macao Special Administrative Region (known as Macao SAR) comprises a majority of private schools. In accordance with the SAR Basic Law, private schools enjoy a great autonomy to run their schools. As such, the local government has encountered many difficulties in educational reform. In order to explore the space of intervention in curriculum matters, the government has continued to give financial support to schools through government initiated school development schemes. Under the leadership of the government, the university-school collaborative project has become one of the significant attempts to enhance teacher professional development as well as school effectiveness. This paper aims to examine the two approaches of school-based curriculum development, namely “long-distance” and “immersion” in order to reveal the effectiveness and actual changes in the school. The research data is basically derived from interviews and documents provided by the researched school.

Keywords

• 改進策略
• 校本課程
• 專業發展
• 夥伴協作
• enhancement strategy
• school-based curriculum
• professional development
• collaborative partnership