非山非市完全中學實踐十二年國教新課綱核心素養校本課程發展之個案研究

Abstract

本研究旨在因應十二年國民基本教育課程綱要脈絡下，針對非山非市完全中學竹崎高中學校本位課程發展，進行「核心素養的學校本位課程發展」系統研究。探討竹崎高中「核心素養」學校本位課程發展的「情境分析」、「願景建構」、「方案設計」、「課程實施」、「評鑑回饋」之理念意涵與實踐之道，進而總結非山非市完全中學核心素養學校本位課程發展的「情境分析」、「願景建構」、「方案設計」、「實施運作」與「評鑑回饋」的行動實踐，以及「課程研究」、「課程規劃」、「課程設計」、「課程實施」、「課程評鑑」的課程理論實踐辯證關係之結論建議，深化核心素養的學校本位課程發展學術研究理論與實踐之基礎，期許可體現教育學術理論實踐的原創性、重要性與價值性。\n本研究獲致以下六點結論：\n壹、從學校的情境分析梳理核心素養學校本位課程發展脈絡\n一、竹崎高中核心素養的學校本位課程發展之情境分析與因應策略\n（一）接受完全中學的美麗與哀愁，爭取組織擴編，減輕行政負擔\n（二）進行客觀環境掃描和SWOT分析，依發展階段滾動修正，研擬策略\n二、健全課程發展委員會組織，善用核心小組，進行課程研究及發展\n三、分析過去課程發展狀況，構思當前課程發展需求及未來的方向特色\n貳、如行星連結衛星啟程追逐夢想般的建構學校願景\n一、異中求同，型塑學校願景和共築學校本位課程發展願景\n二、形塑「三力十二向度」的學生理想圖像\n三、規劃學校整體課程目標，設計課程地圖，分配學習節數\n四、發展彈性學習課程及學校特色活動，確立整體課程之可行性\n參、從核心素養轉化與校本課程試煉，成就竹中校本課程的方案設計\n一、以高優及前導學校計畫為主軸，與大學合作，連結臺北酷課雲\n二、竹崎高中校訂必修課程發展\n（一）從學生理想圖向出發，考量教師教學時數需求，發展越在地越國際的「諸羅踏查」\n（二）涵養溝通表達力和國際移動力的「崎探英閱之秘」及「崎登英聽之峰」\n（三）必中有選，提升閱讀理解能力的「文理閱讀」\n三、竹崎高中多元選修課程發展\n（一）透過高優前導計畫，邀請老師依學生需求和教師專長開設多元選修課程\n（二）依時在108學年度由學校教師發展出23門多元選修課程\n（三）依學生升學需求發展多元選修課程\n（四）尋求大學和臺北酷課雲合作，以補發展多元選修課程之不足\n（五）走過三年後的永續發展竹崎高中多元選修課程\n四、竹崎高中探究與實作課程發展\n（一）跨領域的自然科學探究與實作課程A與B\n（二）社會領域加深加廣選修探究與實作課程\n五、竹崎高中團體活動和彈性課程及特色活動發展\n（一）多面向的彈性學習規劃\n（二）百花齊放完整自主學習歷程\n（三）厚實生命底蘊的陶養課程\n（四）彈性學習以班級週課表來呈現，週週都精彩\n肆、在探索與試煉的共逐願景之路，進行核心素養校本課程發展的課程實施\n一、積極進行教育人員研習進修及行政資源準備\n二、齊心協力共好課綱實施的處室分工\n三、實施學生和家長宣導說明\n伍、在試煉中的反思，在核心素養校本課程發展的評鑑中精進\n一、研擬有目標易理解好施作的課程評鑑計畫，從評鑑中精進核心素養校本課程發展\n二、透過總體課程架構課程評鑑，檢視新課綱實踐的完成度和未來性\n三、透過臺灣後期中等教育長期追蹤資料庫關於108學年度「課程規劃與實施統計」分析對照總體課程架構評鑑結果\n四、透過高中校務評鑑，針對課程與教學進行診斷\n陸、歷經試煉、反思、精進，踏上回歸道路，喜享更美好的竹崎高中\n一、改變看得見，即使位處偏鄉，學生來自全台灣本島和離島\n二、新課綱玩真的，創造竹崎高中的特色和亮點\n三、有感動才有改變的可能，竹崎高中創造心感動\n（一）大家不分你我、全然投入的那段過程令人感動\n（二）有制度、能互助、不愛計較令人感動\n（三）校長以身作則、積極傾聽、激勵同仁令人感動\n（四）同行共好新課綱的實踐令人感動\n四、回到平凡世界，仍是要鼓起勇氣向前走\n（一）面對先天人力與經費的不足，期盼編制和制度上能有調整\n（二）兩位以上的老師共同合作開課，並且從課程發展就一起共備\n（三）行政的減量讓行政團隊不迷茫失焦\n（四）增加編制，避免造成行政組長大逃亡\n（五）充分提供大學學系探索和生涯發展訊息\n最後依據研究結論，對從教師、學校、教育行政機關與未來研究方向等四方面，提出建議。

This research is aimed at a systematic study on the core compentencies and school-based curriculum development for the non-rural and non-urban six-year high school, i.e., Chiayi County Jhuci Senior High School, in the context of the Curriculum Guidelines of 12-\nYear Basic Education. It explores the content and practice of situational analysis, vision-structuring, project design, curriculum implementation, and evaluative feedback for this school. It further examines this school’s situational analysis, vision-structuring, implementation and evaluative feedback, and come to the conclusion of dialectical relationship with regard to curricular research, curriculum planning, curriculum design, curriculum implementation, and curriculum evaluation with an eye to deepening the basis of school-based theoretical and practical core-competence development of academic research, in anticipation of the realization of the originality, importance and worth of pedagogical theories and practice.\nThis research comes to the following conclusions:\nI. Presenting the core compentencies and school-based curriculum development by the school’s situational analysis\n(I) Jhuci Senior High School’s situational analysis and strategies concerning core competencies\ni. Accepting the positive and negative aspects of a comprehensive school, enlarging organizational hierarchy and lessening the burden of the administrative staff.\nii. Carrying out objective surrounding scanning and SWOT analysis, drafting strategies based on the development stages.\n(II) Structuring the Curriculum Development Committee, and using the core planning group to carry out curriculum research and development.\n(III) Analyzing previous curriculum development situations, considering current curriculum development needs and planning for the future.\nII. Construct school visions in the pursuit of dreams, like satellites moving around a planet\n(I) Seek common ground in differences, shape and build a school-based curriculum development vision.\n(II) Shaping the ideal student image of “three abilities and twelve dimensions”.\n(III) Plan the overall curriculum goals of the school, design the curriculum map, and allocate the learning periods.\n(IV) Develop alternative curriculums, school-distinctive activities and establish the feasibility of overall curriculums.\nIII. Integrated with core competencies, achieve the scheme design of school-based curriculum in Jhuci Senior High school.\n(I) Cooperate with universities and connect with Taipei City Cooc Cloud based on the the School Actualization Program(SAP) and Pioneer School Program.\n(II) The development of school-developed required courses of Jhuci Senior High School\ni. In consideration of the ideal image of students and the teaching hours, Jhuci Senior High School developed the “Zhu Luo Walking” to integrate the local and international cultures.\nii. Develop the courses “Let’s Explore the Strategies of English Listening and Speaking” and “Let’s Explore the Strategies of English Reading and Writing” to enrich communication skills and international competency.\niii. Develop the reading courses to enhance the reading competency.\n(III) The development of multiple elective subjects of Jhuci Senior High School\ni. Through the Pioneer School Program, the school invites the teachers to offer multiple elective courses based on the needs of the students and the expertise of teachers.\nii. The teachers developed 23 multiple elective courses in 2019.\niii. Develop multiple elective courses based on the needs of the students.\niv. Cooperate with the Taipei City Cooc Cloud to make up the deficiency of the multiple elective courses.\nv. The diversified elective courses of Jhuci Senior High School keeps thriving after the three years of practice.\n(IV) The development of practicum courses of Jhuci Senior High School\ni. Developing interdisciplinary science courses: “Natural Sciences: Practicum A” and “Natural Sciences: Practicum B”.\nii. Deepening and broadening the contents of inquiry and practical courses in social studies.\n(V) The development of group activity, alternative curriculum and school-distinctive events\ni. Multifaceted planning of alternative curriculum\nii. Complete self-directed learning process\niii. The life-enriching courses.\niv. The presentation of the alternative curriculum in weekly schedule.\nIV. The implementation of core compentencies and school-based curriculum development\n(I) Actively carry out training for educators and prepare administrative resources.\n(II) Each department shall share the workload and make concerted efforts to prepare for the implementation of the curriculum\n(III) Implement the publicity and explanation for the students and parents.\nV. Improving the core compentencies and school-based curriculum development through evaluation.\n(I) Develop a targeted curriculum evaluation plan, and refine core compentencies and school-based curriculum development through the evaluation.\n(II) Review the completion and prospect of the practice of the new curriculum through the overall curriculum structural evaluation.\n(III) Analyzing and comparing the evaluated results of the overall curriculum structure through the long-term follow-up database of Taiwan`s upper-secondary education, the "curriculum planning and implementation statistics" of 2019.\n(IV) Revise the curriculum and teaching methods through the high school evaluation.\nVI. After trials, reflection and improvements, Jhuci Senior High School becomes a better school.\n(I) Even if Jhuci Senior High School is located in rural areas, the students come from all over the country.\n(II) Creating the features and highlights of Jhuci Senior high school.\n(III) Changes happen only when everyone’s involved and deeply moved. Jhuci high school creates a lovely atmosphere.\ni. The process in which everyone is fully engaged touches people’s heart.\nii. It is touching to have the generous teachers being able to help each other under a complete system.\niii. The way how the principal sets an example, accepting comments and inspiring colleagues moves people.\niv. Working together under the new curriculum guidelines is touching.\nVII. Back to reality, we still need to pluck up the courage and move forward.\n(I) Facing the congenital shortage of manpower and limited budgets, it is expected that the system can be adjusted.\n(II) Two or more teachers work together to offer a course, and prepare the course together from the very beginning of the course development.\n(III) Helping the administrative staff focus on their work by lessening the burden.\n(IV) Enlarging organization hierarchy to lessen heavy workload.\n(V) Provide rich information on career development and exploration of university departments.\nFinally, according to the research conclusion, this paper puts forward suggestions in four aspects: teachers, schools, educational administration authorities and future research directions.