A Study on "School Based Curriculum Development" in Basic Education Reform in Thailand

本研究的主题是“基于学校的课程开发：SBCD”，这是泰国基础教育改革的主要目的之一。本研究旨在透过实地调查，厘清如何在学校层面上实施SBCD。泰国SBCD的理想是以2001年《基础教育课程》为课程开发标准，在分权政策的基础上，各学校根据学习者和社区的情况和需求，自主开发“教育学院课程”。为了弄清实际情况，我们在全国10所学校进行了访问研究，向1350名教师发放了问卷（回收率为47%）。通过对学校的访问，由于学校内部的差距，确认了两种类型的学校，这是SBCD的好学校和其他学校。我们提炼出5个促进SBCD的因素，即(1)学校管理者或领导教师对SBCD发挥领导作用，(2)社区积极参与SBCD，(3)地方行政组织有效支持SBCD，(4)促进SBCD的学校文化，(5)学校引入促进SBCD的教育方法。我们根据这些因素制定了调查问卷的内容，并将其发送到90个教育服务区（来自所有175个esa）， 450所学校（每所学校3名教师）。主要的结果是，作为总体趋势，SBCD是不够的。虽然esa正在加强对SBCD的支持，但很少有学校有好的领导。

The theme of this study is "School Based Curriculum Development: SBCD" which is one of the main purposes of basic education reform in Thailand. This study aims to clarify how SBCD is carried out at school level through field research.1.The Ideal of SBCD and Research MethodThe ideal of SBCD in Thailand is each school which is delegated administration authority based on decentralization policy develop "Educational Institute Curriculum" independently and autonomously in order to respond to situation and needs of learners and community, which is based on the "Basic Education Curriculum of 2001" as the criteria for curriculum development. For the purpose of clarification the actual condition, we visit to research at 10 schools and send questionnaires to 1, 350 teachers across the country (collection rate: 47%).2.The Outcomes of researchThrough the school visiting, it is confirmed that there are two types of schools due to the gaps within the schools, which are good schools at SBCD and the others. We abstracted 5 factors that promotes SBCD, which are (1) school administrators or leading teachers exercising leadership for SBCD, (2) communities taking part in SBCD actively, (3) local administration organizations supporting SBCD effectively, (4) cultures of schools promoting SBCD, and (5) schools introducing educational methods which promote SBCD. We developed the contents of questionnaire based on these factors and send it to 90 Education Service Areas (from all 175 ESAs), 450 schools (3 teachers at each). The main outcome is that SBCD is not enough as the general trend. While ESAs is improving their support for SBCD, there are good leadership in few schools.