國民小學(xué)人力資源發(fā)展模式之設(shè)計—行動研究方案之應(yīng)用

1、國民小學(xué)人力資源發(fā)展模式之設(shè)計行動研究方案之應(yīng)用摘要本研究旨在應(yīng)用行動研究之方法，針對國民小學(xué)推動資訊融入教學(xué)之殷切需求，嘗試擘畫教師人力資源發(fā)展策略以及創(chuàng)發(fā)教師人力資源發(fā)展模式，具體實踐國民小學(xué)教師專業(yè)知能成長之目標(biāo)。本研究從民國91年1月開始，迄93年2月止。研究場域為A縣市行動國民小學(xué)。本研究從教師人力資源發(fā)展問題的現(xiàn)況分析開始，經(jīng)過深入的思考與文獻(xiàn)回顧探討後，結(jié)合行動國小之資源條件與現(xiàn)況，規(guī)畫出具體之發(fā)展行動方案，並據(jù)以作為行動實踐之藍(lán)圖與依據(jù)。本研究除研究者外，參與人員包含專家學(xué)者1名、資訊教師1名以及教師12名。其中專家學(xué)者提供研究指導(dǎo)；資訊老師負(fù)責(zé)資訊知能教授；團隊成員則除了參與

2、學(xué)習(xí)、團體分享及心得交流外，並將資訊與行動研究知能發(fā)展成果應(yīng)用於教學(xué)場域及師生學(xué)習(xí)活動中。本研究於發(fā)展歷程中計產(chǎn)出五項策略，分別是：伙伴徵求策略、訓(xùn)練課程規(guī)畫、專家學(xué)者支援、網(wǎng)路工具應(yīng)用及奬勵措施設(shè)計。其中以訓(xùn)練課程規(guī)畫及專家學(xué)者支授二項策略成效較佳，奬勵措施設(shè)計則因資源條件之限制而不如預(yù)期。本研究最後總結(jié)研究歷程與結(jié)果，建構(gòu)設(shè)計學(xué)校教師人力資源發(fā)展模式，並產(chǎn)出8篇行動研究報告成果，主題包含語文、環(huán)境教育、藝術(shù)與人文、生命教育以及生活領(lǐng)域等。本研究亦對國民小學(xué)教師人力資源發(fā)展之模式與策略、成效評估、問題與障礙等議題進(jìn)行深入討論，最後提出以下建議，作為教育主管機關(guān)、學(xué)校、教師以及後續(xù)研究者之參考

3、：一、教師人力資源發(fā)展應(yīng)講究績效、強化計畫及產(chǎn)出模式。二、區(qū)域?qū)W校應(yīng)協(xié)力推動人力資源發(fā)展模式，建立夥伴成長關(guān)係。三、積極建立教師評鑑及分級制度成為人力資源發(fā)展模式建構(gòu)之基礎(chǔ)。四、建立教師專業(yè)知識分享平臺與運作系統(tǒng)。五、培養(yǎng)教師團隊學(xué)習(xí)文化，推動教師績效發(fā)展管理模式。關(guān)鍵詞：人力資源發(fā)展、行動研究、資訊教育、國民小學(xué)。The Design of Human Resource Development in Elementary schoolapplication of Action Research【ABSTRACT】 The objective of the study is to apply

4、the methods of Action Research to develop Human Resource Development (HRD) strategies and design teachers HRD model. The requirement for the implementation of information technology integrated instructionin Elementary school, aims to promote teachers professional competence. The research is from Jan

5、uary 2002 ,to February 2004. The research field is the “Action Elementary School” in “A” County. The study started from the teachers HRD problem analysis. After considerate thinking and literature review, connected with the “Action Schools” circumstances, the study provided concrete proposals for sa

6、id implementation. The study participants included the researcher and one expert, one information and technology (IT) teacher and 12 regular teachers. The expert provides the guideline of the study, and the IT teacher is responsible for the computer competency instruction. The members of the team no

7、t only have to participate in learning and sharing ideas, but also they have to integrate IT knowledge and Action Research into instruction and class activities. The study produces five strategies to form the process of the development. They are “Peer- soliciting strategy”, “Curriculum design traini

8、ng”, “Experts and scholars assistanting”, “The application of internet”, and “Reward measures designing”. Among them, the effectiveness of “Curriculum design training” and “Experts and scholars assistanting” is better. “Reward measures designing” maybe limited by conditions and resources available.

9、The study constructs the model of teachers HRD . It also produces eight reports of Action Research. The themes of the reports are as follows:1. Language2. Environmental education3. Art and Humanist learning4. Life education 5. Life curriculum Some issues of the study such as the HRD models , HRD str

10、ategies, effectiveness evaluation , problems and barriers were discussed . Some suggestions for solution were provided for the education administrative institute, elementary school administration, teachers and future researchers.(1)Teachers HRD should lay emphasis on the accountability, planning enf

11、orcement and the models production.(2)Schools in the same areas should cooperate to develop HRD models and build solid partnerships.(3) Building the teacher evaluation and teacher career ladder system as the basis of constructing an HRD model.(4)Building the platform and the operation system for the teachers to share their professional competence. (5)Developing the culture of team learning among schoo