十二年國教課綱轉化歷程之微觀政治個案探究－以一所前導學校為例

「十二年國教課程前導學校計畫」的推動過程中涉及到教師傳統課程設計和教學模式的轉變、行政體系如何與教學為主的教學系統進行溝通互動、磋商。本研究嘗試以微觀政治的視角來探究一所前導國中於進行新課綱轉化推動過程，組織內外權力生態之變化、利害關係人利益的競逐關係和校長面對利害關係人之權力運作策略的微觀政治分析。而從本研究結果發現，在新課綱轉化推動過程中，首先，有賴於教師、行政人員、校長等利害關係人進行自我觀點轉化，成為課程的規劃、參與和執行者，從而建立彼此的夥伴關係；其次，教師、行政人員、校長等利害關係人透過自我觀點活化，調和校長與學校同仁的認知利益衝突，學校同仁在新課綱中的被需要性與重要性被發現，創造出符合各方期待之策略，更俾利於政策之推動；最後，學校行政體系和教師系統經過自我觀點優化，並運用開放態度，讓不同體系間藉由權力運作的策略得以流動而達到組織的平衡。

關鍵字

前導學校；微觀政治；新課綱

並列摘要

＂The pilot school project of twelve-year basic education curriculum＂ involves the change of teachers' traditional curriculum design and teaching mode, and how the administrative system communicates with the teaching-based teaching system. From the perspective of micro politics, this study attempts to explore the micro political analysis of the process of promoting the transformation of the new curriculum syllabus, the change of power ecology inside and outside the organization, the competing relationship between the stakeholders' interests, and the power operation strategy of principals facing stakeholders. The results of this study show that in the process of promoting the transformation of the new curriculum, first of all, it is up to the teachers, administrators, principals and other stakeholders who transform their own views and become the planners, participants and executors of the curriculum, so as to establish their partnership; Secondly, teachers, administrators, principals and other stakeholders mediate the cognitive conflicts of interests between principals and colleagues through self-concept activation. The necessity and importance of colleagues in the new curriculum are found, and strategies that meet the expectations of all parties are created, which is more conducive to the promotion of policies. Finally, the school administrative system and the teacher system are optimized from their own point of view and use an open attitude to strike a balance between the different systems the flow of which through the power operation strategies.