基於本研究結果，在教育實務應用上提出以下建議，以降低知識管理導入國
小藝文體驗學習之阻礙。
(一) 建議探討和藝文團隊有關的議題
本研究選定藝文體驗教學作為知識管理導入的課程，但學校是否選定藝文類 課程為導入目標，仍取決於行政考量，藝文教師與行政人員或知識專業關係中互 動，可能處於位階不相等結構。譬如，某一方為團隊之領導、有決策權者或提供 資源的社會人士，相對的藝文教師即處於未能有充分話語權的劣勢地位。建議，
未來可討論行政與教學權力結構對於以管理導入藝文教學運作的影響，使行政及 教學團隊的發展趨於穩定狀態。
(二) 未來研究可針對資源導入的發展進行延伸
另一個和導入歷程相關論點，則是外部資源的挹注，學校藝文體驗活動類型 多元但經費有限。隨著美感教育的政策，藝文體驗學習勢必面對和藝文內容相關 的議題。當體驗學習以藝文教學為內容而規劃後，校方應主動尋求公部門藝文場 館策略聯盟，建立夥伴關係，這需要校方在管理上提出對學校競爭優勢，永續經 營實務上的具體策略。
建議未來得以多元或跨領域的體驗學習為研究對象，以檢視本研究是否得以 解釋渠等因素之運作及應用。
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