臺北市國小教學資源中心功能與角色之研究

Abstract

教學資源中心是為傳統國小圖書館之進化角色，在資訊豐富與網路技術進步的今日，在校園中除了扮演傳統圖書館的功用外，更應擔負進階之任務與功能，以主動服務讀者、支援教師教學為宗旨，扮演學校知識管理之核心地位。 本研究旨在以臺北市國小教師之角度，針對教學資源中心功能與角色進行分析與探討。研究目的包括：（一）瞭解現職教師期望之國小教學資源中心須具備之重要功能，以符合教學場域之實用；（二）就圖書館實務專家之立場，分析教學資源中心之扮演作用，檢視其發展性與未來適用性；（三）發展完備之教學資源中心定位角色，作為臺北市各國小參考推廣使用。 在研究設計上，本研究採取量化分析與質性訪談研究法。首先針對臺北市現職國小教師進行問卷調查，分析顯示：理想的國小教學資源中心應具備複合式之空間與設備，理想之行政位階應提升為校內二級單位，隸屬於教務處，合理之員額編制應以「媒體專家且具備教師資格1人、專職行政人員2人（含專屬系統管理師）」為理想，更有九成五之受訪者同意國小圖書館應轉型為教學資源中心。關於教師對國小教學資源中心功能與角色之期望，經過歸類後共包括：媒體製作與教學、增進資訊素養、推廣終身學習、支援教師教學、協助課程發展、營造閱讀風氣、促進知識管理、鼓勵學童學習、扮演傳統圖書館功能角色等九大項功能。 質性訪談對象為臺北市國小教學資源中心領域專家學者與圖書館管理者，針對量化調查結果進行深度訪談，以修正功能與角色之方向，融入更多符應現實之可行性。分析結果得知：國小教學資源中心應自覺不同於傳統圖書館，具備支援教師教學、推動校園閱讀功能、引導學童學習的三項自我認知；圖書志工雖不屬於編制內人員，但是依然可成為有效的協助人力；「人的意願」才是教學資源中心經營成敗的關鍵，除了圖書館管理者，更包括了學校領導者的意向；國小教學資源中心在臺北市若欲全面性發展，其關鍵點在於能否順利增加人員編制，以增進服務品質。 研究結果發現：（一）教學資源中心：是為國小圖書館轉型之理想目標；（二）空間與設備的安排，以複合式為精神，發揮眾多功能；（三）理想的行政位階：應提升為二級單位，隸屬於教務處；（四）合理的組織編制：媒體專家且具備教師資格1人、專職行政人員2人（含專屬系統管理師）；（五）國小教學資源中心的自我認知：應自覺不同於傳統圖書館的角色，包括主動支援教師教學、推展校園閱讀風氣、引發學童學習動機，建立自學之習慣與態度等三項；（六）館內資訊教師：肩負推展資訊教育與媒體素養教學之任務，包括推動資訊教育，打造教學資源中心為校內資訊中心；扮演媒體專家角色，肩負師生媒體素養的推廣等兩項；（七）加強培訓專業館員，以增強教學資源中心業務功能；（八）參與課程發展，為教學資源中心之遠程目標；（九）推廣終身學習，促進知識管理；（十）小型學校之教學資源中心發展模式：強調自我屬性，凸顯主題建構；（十一）國小教學資源中心的經營成敗關鍵：校長與管理者的動機意願；（十二）國小教學資源中心在臺北市全面推廣的關鍵：館內人力的充足與否；（十三）臺北市是全國的縮影，國小教學資源中心積極向外推廣經驗。 最後針對國小教學資源中心之實際發展方向，提出四點建議：（一）國小教學資源中心須有充足人員編制，功能角色得以推動；（二）彈性提升教學資源中心行政位階，賦與其更多權限與任務；（三）教師須增進圖書利用教育相關知能，為學童建立帶得走的工具能力；（四）館員須不斷自我充實，以熱忱與專業能力面對校園讀者。

The Instructional Resources Center evolves from the traditional primary school libraries. With abundant information and improving internet technology, it nowadays not only works as traditional libraries but also takes responsibility for further missions and functions. It aims to deliver active service for readers and supports for teaching as the core in knowledge management. This research, from the perspectives of the primary school teachers in Taipei City, is carried out to analyze and discuss the function and the role of the Instructional Resources Center. The purposes of this research are (1)Understanding of the expected important functions of IRC by current teachers making sure it is fit for teaching use; (2)Analyzing the role of IRC form the perspective of library experts to view its development and future suitability; (3) Combining current teachers and the perspective of library experts to develop a complete IRC role as reference to carry out for each primary school in Taipei. In terms of the design of the research, quantification analysis and qualitative interview research methods are adopted. Firstly, it carried out a survey on current primary school teachers in Taipei City and the analysis shows that an ideal IRC of the primary school should be equipped with hybrid space and equipments, its administration ranking should ideally be raised to second level of campus subordinate to Office of Academic Affair, and should be reasonably staffed by three people, one of whom is qualified as Media specialist and teacher, and the others are full-time administrators (inclusive of a system administrator). 95 percent of the interviewees agree on the transformation of primary school libraries to IRCs. The expectations by the teachers of the function and the role of IRC include media production and teaching, increase in cultivation in information, promotion of life-learning, support for teaching, assistance to curriculum development, establishing reading habits, improvement in knowledge management, encouraging kids learning, and keeping the function of traditional libraries, which are nine major functions. The qualitative interviewees are experts of primary school IRC and librarians in Taipei. The in-depth interviews were carried out based on the result of quantitative survey in order to modify the function and the role of IRC added with more feasibility fitted in with the reality. The analysis of the results is that primary school IRC should be self-aware its difference from the traditional library, which it provides support for teaching, promotion of reading within campus, and guides for kids’ learning. Library volunteers are part of organized staff but can still be effective assistance. “People’s volition” is the key to determining whether or not the operation of IRC is successful. In addition to librarians’, this also includes the volition of school leaders. In terms of a comprehensive development of IRC in Taipei City, the key to it is whether or not the increase in number of staff is successful to improve service quality. The research has discovered that (1)The IRC is an ideal transformation of primary school libraries; (2)The arrangement of hybrid space and equipments can work multi-functionally; (3)The ideal administration ranking should be at the second level subordinate to Office of Academic Affair; (4)The reasonable staff for it should include a person who is qualified as media specialist and teacher, and two people who are full-time administrators (inclusive of one system administrator); (5)The IRC should recognize its role different from that of the traditional libraries, including active support for teaching, promotion of reading habits, and motivating school children to learn to establish their self-learning attitudes and habits; (6)The information teachers of IRC should be responsible to promote information education and to carry out media cultivation mission, including promoting information education to establish the IRC as the campus information center, and promoting media cultivation to teachers and students in the position as the media specialist; (7)Enhanced training for professional librarians is needed to reinforce the IRC’s occupational function; (8)Participation in curriculum development is the long-term goal of the IRC; (9)Promotion of lifetime learning improves knowledge management; (10)The development mode of the IRCs of small-sized schools should emphasize its attribute to present the main structure; (11)The key to determining whether or not the operation of primary school IRCs is successful depends on the volition of the principals and administrators; (12)The key of comprehensive promotion of primary school IRC in Taipei City depends on whether or not there is sufficient personnel; (13)Taipei City is the epitome of the whole country as the reference of experience for promoting primary school IRC to others. Finally, four points are raised as follows as suggestion for the practical development of primary school IRCs. (1)Sufficient staff members should be arranged for the IRC to function and play its role; (2)Flexible increase in the administration ranking of IRC gives it more authority and missions; (3)Teachers should utilize books to improve their education knowledge in order to establish portable tool ability for school children; (4)Librarians should keep on improving their ability in face of campus readers enthusiastically and professionally.