從學習型組織創建戲劇教育之發展條件 ── 以「基督教粉嶺神召會小學」的個案為例 Nurturing an Environment for Drama Education in a Learning Organisation: A Case Study of "Fanling Assembly of God Church Primary School"
Abstract
本文以個案研究方法,深入、微觀地探討一所香港小學如何本著 「學習型組織」(learning organisation)的理念,營造合適的條 件引入和發展戲劇教育,從借助外界資源開始,引入課程與人力資 源,然後有效地建立教師協作教學與交流平台,築起一支強大的教 學團隊,並發展出一個整全、宏觀的戲劇課程觀。本文著重討論該 校在組織管理上如何落實「人本主義」的領導理念,促進教師增 能,型塑教師、家長、學生與管理層共享願景和教育視野,為戲劇 教育的發展提供良好的發展條件。
關鍵詞:學習型學校組織、變革管理、戲劇課程觀、教師增能
This case study examines how a Hong Kong primary school uses the management principles of “learning organisations” to nurture an environment for the long-term development of drama education in the school. Through a microscopic analysis of the school’s experiences, this paper documents and discusses how the school made use of external funding to bring in human and curriculum resources, how a platform for collaborative teacher development was created to nurture their own team of drama teachers, and how a holistic drama curriculum was conceived and practised in the school. This paper focuses on how the school adopts the principles of humanistic management to facilitate teacher empowerment and create a vision shared by teachers, parents and students.
Keywords: Learning School Organisation; Reform Management; Drama Curriculum; Teacher Empowerment
Full Text:
PDF (繁體中文)References
林佩璇(2000)。〈個案研究及其在教育研究上的應用〉,刊於國立中正大學教育學研究所 主編,《質的研究方法》,pp. 239-262,高雄:麗文文化。
許明輝、舒志義(2010)。《香港學校戲劇教育:成果的研究與評鑑》,香港教育學院與香 港教育劇場論壇。
張慶勳(2001)。〈學習型學校組織文化與領導〉,刊於《學校行政雙月刊》,14, 29-41。
張慶勳(1999)。《學校組織轉化領導研究》,高雄:復文圖書出版社。
Carl, A. E. (2009). Teacher empowerment through curriculum development: Theory into
practice. (3rd). Cape Town: Juta Academic.
Edwards, J. B., & Cooper, K. (1996). Creating roles to facilitate teacher change. Research in
Drama Education, 1(1), 51-64.
Fleming, M. (2001). Teaching drama in primary and secondary schools: An integrated
approach. London: David Fulton.
Fleming, M. (1998). The art of drama teaching. London: David Fulton.
Fleming, M. (1994). Starting drama teaching. London: David Fulton Publishers.
Gabb, C. S. (1994). Staff development in drama and oral language expression: The story of a
teacher teaching teachers. Unpublished PhD dissertation, The University of Georgia. Hundert, D. (1996). Collaborating on drama and the curriculum: A site-based, peer-mediated, teacher in-service project. Research in Drama Education, 1(2), 201-214.
McLaughlin, M. W. (1997). Rebuilding teacher professionalism in the United States. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing teachers back in (pp. 77-93). Buckingham: Open University Press.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass Publishers.
Miller, S. G. (1999). Starting where the teachers are: Teachers and their programme leader
experience a drama staff development programme. Unpublished PhD dissertation, New York University.
Rodgers, A. R. (1999). Teacher and teacher-researcher classroom collaboration: Planning
and teaching in secondary English classroom using process-oriented drama approaches.
Unpublished PhD dissertation, The Ohio State University.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization.
Doubleday, New York.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The fifth discipline
fieldbook – Strategies and tools for building a learning organization. New York: Currency. Stake, R. E. (2005). Qualitative case studies, In N. K. Denzin & Y. S. Lincoln (eds), The SAGE handbook of qualitative research (3rd ed), Thousand Oaks: Sage, p. 443-466.
Tobin, D. R. (1993). Re-educating the corporation: Foundations for the learning organization.
Essex Junction, VT: Omneo.
Watkins, K. E. & Marsick, V. J. (1993). Sculpting the learning organization. San Francisco:
Jossey-Bass.
Woolland, B. (1993). The teaching of drama in the primary school. Essex: Longman.
Yin, R. K. (1994). Case study research: Design and methods (2nd ed). Thousand Oaks, CA:Sage.
Refbacks
- There are currently no refbacks.