| 關 鍵 詞： |
權力；課程決定；課程發展委員會 |
| 中文摘要： |
本研究以南臺灣一所國民小學為研究對象，採用個案研究法，以訪談法、文件分析等方式蒐集資料，探究個案學校在校本課程決定過程中，課發會成員的權力運用與權力互動情形。研究結論為：1. 多數課發會成員未覺察到具有校本課程主題與內涵的課程決定權，課發會成員需理解課程發展使命、持續提升專業知能，始能有效發揮課程決定權力；2. 個案學校的校本課程主題與內涵的產生皆出於單向權力運作，除了影響後續的課程實踐，亦難以呈現應有的課程品質；3. 課程領導者應了解教師在校本課程發展過程中遭遇的困難與真正需求，以利協助課發會成員建構出完備的校本課程；4. 校本課程主題與內涵須透過課發會成員在權力共享基礎上凝聚共識，歷經充分專業對話，形構嚴謹完備的課程知識。最後，依據研究發現與結論，提出建議，供學校作為發展課程實務之參考。
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| 英文關鍵詞： |
power；curriculum decision；curriculum development committee |
| 英文摘要： |
This study takes a national elementary school in southern Taiwan as the research object, adopts the case study method, collects data by means of interviews, document analysis, etc., and explores the power use and power interaction of the members of the curriculum development committee in the course decision process of the case school . The research conclusions are as follows: 1. Most members of the curriculum development committee are unaware of the curriculum decision-making power with the theme and connotation of the school-based curriculum. They need to understand the mission of curriculum development and continuously improve their professional knowledge in order to exert their curriculum decision-making power.2.The school-based curriculum themes and connotations of the case school are produced by one-way power operation. In addition to affecting the follow-up curriculum practice, it is also difficult to present the proper curriculum quality. 3. Curriculum leaders should understand the difficulties and real needs of teachers in the process of school-based curriculum development, so as to assist curriculum development committee members to construct a complete school-based curriculum. 4. The theme and connotation of the school-based curriculum must be based on power-sharing among the members of the curriculum development meeting to build a consensus, and through full professional dialogue, to form a rigorous and complete curriculum knowledge. Finally, based on research findings and conclusions, propose suggestions for schools to use as a reference for developing curriculum practices.
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| 目 次： |
壹、緒論
貳、文獻探討
一、課程發展委員會與課程決定之探討
二、權力與課程決定之探討
三、課程發展委員會與課程決定相關研究之探討
參、研究設計與實施
一、研究方法與工具
二、個案學校與研究參與者
三、資料處理與分析
四、研究的信實度
五、研究倫理
六、研究限制
肆、研究結果分析與討論
一、校本課程研發初期，課發會成員未覺察擁有課程決定權，全然配合研發組長提出的課程構想
二、教務主任曾針對校本課程主題提出不同構想，但因其偏重行政領導，未與教師協作課程，導致無法獲得教師們的支持
三、校本課程主題來自研發組長的單向權力運作；課程內涵由各年段教師自行規劃完成，亦屬教師個人單向權力行使的結果
伍、結論與建議
一、結論
（一）多數課發會成員未覺察到具有校本課程主題與內涵的課程決定權，課發會成員需理解課程發展使命、持續提升專業知能，始能有效發揮課程決定權力
（二）個案學校的校本課程主題與內涵的產生皆出於單向權力運作，除了影響後續的課程實踐，亦難以呈現應有的課程品質
（三）課程領導者應了解教師在校本課程發展過程中遭遇的困難與真正需求，以利協助課發會成員建構出完備的校本課程
（四）校本課程主題與內涵須透過課發會成員在權力共享基礎上凝聚共識，歷經充分專業對話，形構嚴謹完備的課程知識
二、建議
（一）課程領導者應掌握課程發展過程中出現的問題，理解課程決定攸關學生的學習權益
（二）行政團隊與教師齊心共學共作，有益於面對化解課程發展遭遇到的困難
（三）藉由持續累積專業能量與增加專業對話，以勝任課程決定使命
（四）未來研究
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