新北市公立高中實驗班課程與教學轉化研究

教育因應人類生活傳承需要而不斷進行中，面對複雜與變化快速的現代社會，鼓勵教育的多元創新發展為時代趨勢與潮流。因此，發展特定理念之實驗教育，提供多種不同的教育模式，以利家長和學生選擇，國人對於多元教育型態的期待聲浪日益殷切。近年來，因應十二年國民基本教育課程綱要於108學年度正式上路，實驗創新的需求與可能性更是大幅增加。迎接此一發展趨勢，研究者希望呼應實驗教育精神，分析十二年國教課綱對實驗創新所賦予的期待與機會。因此本次研究在爬梳實驗班政策沿革相關報導與整理新北市實驗班計畫相關資料後，以訪談法與文件研究等方式為本次主題進行探究。研究最後依據訪談結果、相關文件資料與研究者自身經驗進行整理分析。本研究的結論有以下三點：一、實驗班政策之轉變，帶動體制內實驗教育的改革與發展二、實驗教育引領教師教學創新，奠定社區高中特色與發展方向三、實驗課程豐富學生學習歷程，回饋總綱探究與實作精神最後的研究建議有三面向，分別是建議教育主管機關訂定明確審查原則，給予正向支持與配套；建議各校分享實驗成果，促進課程與資源共享；建議深化課程實驗創新，呼應與回饋課程綱要。

關鍵字

實驗班；課程與教學；實驗創新

並列摘要

Cultural continuity of human civilization calls for ongoing education. In the face of complexity and rapid development of modern society, encouragement of educational diversity and innovative development is a current trend of our times. Hence, experimental education with a specific purpose, generating a wide variety of educational modes, offers parents and students quite a few options. In general, the public’s expectation of diverse educational modes is being on the rise. In recent years, to cope with the implementation of a new 12-year basic curriculum in 108 academic year, there has been an increasing demand and possibility for experimental innovation. To embrace this development trend, the researcher in the study in the hope of resonating with the spirit of experimental education dissected the expectation and opportunities derived from experimental innovation of new 12-year basic curriculum. Thus, the interview method and literature review were adopted in the study after an analysis of reports, information, policies and programs regarding experimental classes in New Taipei City. In the end, posterior to analyzing the results of interviews, relevant files, and personal experience of the researcher, the main three research conclusions are as follow: 1.The change of policies on experimental class leads to reform and development of intra-system experimental education. 2.Experimental education, providing guidelines to boost teachers’ educational innovation, serves as a beacon for developing community high school’s features. 3.Experimental courses spice students’ portfolios up, which echoes the spirit of exploration, research, and hands-on experience of the new 12-year basic curriculum. At last, research suggestions are made for three levels: (a) educational authorities are suggested to stipulate clear review principles with positive feedback, support, and a whole complementary package; (b) it’s advised that individual high schools share fruitful results with one another to build a shared resources platform; (c) experimental courses are encouraged to be deepened to echo the spirit of the new curriculum.