十二年國教課程綱要在國小前導學校資優班的排課與課程設計施行現況調查

十二年國教課程綱要以「總綱」為所有課程發展的實施規範，期待落實特殊教育與普通教育的接軌。本研究旨在透過自編問卷，瞭解十二年國教課程綱要實施後，對國小資優資源班在「排課」與「課程設計」上的影響。研究對象為立意取樣，利用普查方式調查在施行十二年國教課程綱要上，已具備較多實務經驗的資優前導學校現職教師，包括北區10間、中區11間、南區7間，合計共28間前導學校、116位一般資優資源班現職教師。研究結果發現，因十二年國教課程綱要提供更彈性的排課時段，讓資優教師在排課上得以更加順利；只是，不同縣市資優班的規模、資優教師的教育程度，都會影響資優教師的工作成效。除此之外，資優教師在排課時未能落實以學生為本的安排，忽視濃縮課程於資優課程設計的重要性，是資優教育上應注意的警訊。另外，本研究還發現前導學校的資優教師有較高的流動率，以及正式教師不足額的問題，其背後的原因值得深思。

關鍵字

十二年國民基本教育課程綱要；排課；資優課程設計

並列摘要

All curriculum development should follow the directions for curriculum guidelines of 12-Year Basic Education, and the new curriculum guideline asks to see the connection between special education and regular education. This study aims to understand the impact of performing the 12-year Basic Education Curriculum on the curriculum arrangement and course design of elementary school gifted resource classes through self-compiled questionnaires. We used a census method with purposive sampling to investigate the current teachers of gifted resource classes of gifted leading schools who have more practical experience in executing the 12-year Basic Education Curriculum. The sample included 28 schools, 10 in northern Taiwan, 11 in central Taiwan, and 7 in southern Taiwan, 116 incumbent teachers of general gifted resource classes. The results found that the 12-year Basic Education Curriculum provided more flexible schedules, allowing teachers of general gifted resource classes more flexible in curriculum arrangement. However, the size of gifted resource classes in different counties or cities, and the education level of teachers, would affect the effectiveness of teachers. In addition, teachers of general gifted resource classes didn't do well in student-centered curriculum arrangements and ignored the importance of curriculum compacting in gifted education. This study also found that teachers of general resource gifted classes in leading schools had a high turnover rate and insufficient formal teachers.