[[alternative]]Action Research about “School-Leading” Model of Museum-School Collaboration

[[abstract]]Action Research about “School-Leading” Model of Museum-School Collaboration Abstract French Socialist Bourdieu considers that learning behaviors of museum/art museum is not inherent but stimulated by education. Documentations testify that the first time experience of visiting museum for most of people is when they are in schools. Various theories and models about relationship between museums and schools thus are generated. The model of museum-school collaboration is one of them. Particularly, this model not only becomes tendency for developing museums in 21st century but also a new paradigm for developing school art education. However, there are several types of museum-school collaboration, including museum-leading type, school-leading type, and so on. This research aims to find out which model better fits into Taiwan’s educational environment. By observation and documentation, this research analyses cases of museum-school collaboration in England and in the U. S. and concludes that school-leading model is better to be practiced in Taiwan. Besides, by methods used in action research, such as interviewing, observing, evaluating, etc. this study examines the model of school-leading museum-school collaboration and its strength and weakness if applied in Taiwan. 1. Purposes of this research （1）Discovering and analyzing the base of theories of museum-school collaboration and contents of them. （2）Finding out which model of museum-school collaboration is better to develop in Taiwan through referring to successful experiences applied abroad. （3）Constructing “school-leading” model in museum-school collaboration by action research （4）Examining the strength and weakness of “school-leading” model in museum-school collaboration 2.Conclusions （1）Through integrating both of theories and implementations, this research is able to confirm that practice of museum-school collaboration has its base for developing theories and its contents for cooperation. From theoretical aspect, the implement of museum-school collaboration should be emphasizes from perspectives of social education, museum education, and art education. From practicing aspect, applying the model of museum-school collaboration should be tightly interrelated with school curriculums, teachers, needs of students, learning evaluation, etc. （2）By analyzing cases in England and in the U. S., this research is able to conclude that “school-leading” model has its feasibility if applied in Taiwan. The success of “school-leading” museum-school collaboration in England is due to that museum education is set as part of national curriculums, and the success in the U. S. is due to its surpassing social education compared with school education. For Taiwan’s educational situation in current, implementing “school-leading” model is better than implementing “museum-leading” model. （3）Through practicing steps of action research, teachers are able to develop curriculums for the model of “school-leading” museum-school collaboration. Teachers can make use of elements of action research—planning, acting, observing and reflecting—to implement teachings in museum-school collaboration. At the same time, efficiently using characteristics of action research—proposing demands, searching communications, establishing common believes, mutual interacting, and growing all together—teachers are able to development cooperation relationship with museums. （4）The model of “school-leading” museum-school collaboration has its strength if applied in Taiwan, but its weakness needs to be resolved by setting policies. There are direct benefits and potential benefits for implementing the model of “school-leading” museum-school collaboration in Taiwan. However, the difficulties of practicing this model, including problems for now and for long term, need to be resolved through setting related policies. 3.Suggestions （1）To education department in government Education department in government, museums scholars, and teachers should work together to set up standards of curriculums and related policies and systems. （2）To museums Museums should organize special teams to periodically and systematically conduct studies of museum-school collaboration in order to have a better foundation in mutual cooperation. （3）To schools School should encourage teachers to organize teams to do action research about museum-school collaboration and share their accomplishments with each others. （4）To teachers Teachers’ habitus needs to be reconstructed in order to carry out culture practice.