高中校本課程發展之個案研究：以一門校訂必修課程為例

本研究旨在瞭解個案學校的背景及特色下，個案學校校本課程的發展歷程以及核心素養的策略，最後探討個案學校發展校本課程的困難及其因應。研究方法以個案研究法為取徑，採訪談與文件分析進行蒐集方法，並以個案學校的教務主任、教學組長與三位教師為研究參與者。綜合研究發現，本研究結論如下：壹、個案學校的背景脈絡一、校長領導對校本課程發展之走向起了很大的作用二、教師端對課綱變革的接受度會影響校本課程發展三、學生端少數因注重大考導致校本課程參與度較低四、行政端尤以教務處流動率較高且不易找替代人選貳、校本課程的發展歷程一、校本課程規劃有足夠的試行期，教師端得以調整教學內容二、校本課程設計可藉由社群運作，促進跨科之間的教學合作三、校本課程實施因行政端能給予足夠資源，使課程順利進行四、校本課程評鑑能從成品以及回饋學習單瞭解學生學習成效參、核心素養的策略應對一、核心素養的策略是先決定主題後，再找出合適的核心素養二、教師們會透過多元的教學活動來體現三面九項的核心素養肆、校本課程的困難及因應一、校本課程的內容與大考較無關聯，教學時可融入大考相關內容二、教師因校本課程開設負擔壓力更重，可增設校本課程的召集人最後根據結論，對個案學校、教師、行政人員與政策制定者，以及未來研究提出建議。

關鍵字

校本課程；核心素養；課程改革；課綱

並列摘要

The purpose of this study was to understand the background and characteristics of the case school, analyze the development process of school-based curriculum and core literacy strategies of the case school, and explore the difficulties of the case school in developing and implementing the school-based curriculum. A case study was used as the approach. The data collection method included interviews and document analysis. The director of Academic Affairs Office, the head of Curriculum Section, and three teachers involving in the curriculum were invited as the research participants. Based on the findings, the conclusions of this research are as follows: 1. The background of the case school (1) The principal’s leadership had great influence on the direction of school-based curriculum development. (2) Teachers’ acceptance of curriculum reforms affected school-based curriculum development. (3) A small number of students had low participation in school-based curriculum because of the university entrance exams. (4) On the administrative side, the turnover rate of the Academic Affairs Office was high and it was not easy to find the new ones. 2. The development processes of school-based curriculum (1) There was a trial period for school-based curriculum planning so that teachers could have enough time to adjust the curriculum. Integrating these content as the learning material might be a way to keep both ends meet. (2) School-based curriculum design and cross-subject teaching cooperation could be facilitated by the teacher community. (3) The implementation of school-based curriculum had been implemented smoothly due to sufficient resources provided by the administrative side. (4) School-based curriculum evaluation could provide information about the effectiveness of students' learning from the learning outcomes and the feedback of the worksheets. 3. Strategies of integrating core literacy (1) Teachers developed the themes of the curriculum first, and then find out the appropriate core competencies that linked with the curriculum. (2) Teachers integrated the nine core competencies in three aspects through a variety of instructional and learning activities. 4. Difficulties and solutions of developmenting school-based curriculum (1) The content of school-based curriculum was not unrelated to the university entrance examination. (2) Due to the “extra work” resulted from developing school-based curriculum, adding a convener of school-based curriculum might help coordinate the process. Finally, based on the conclusions, recommandations are made for the case school, teachers, administrators and policy makers, future research as well.