十二年國教課綱高中自主學習建制化之實踐研究

我國政府於2014年推動十二年國教，首先大幅變更高中入學制度，同年11月，教育部公告十二年國民基本教育課程綱要總綱，並確定於108學年度起實施。總綱首度將「自主學習」納入高中階段學校正式課程，教育部亦於2018年2月頒佈「高級中等學校課程規劃及實施要點」，更明訂「自主學習」之實施規範與時數下限。本研究關注實踐高中自主學習課程化的現況與挑戰，學校面對自主學習課程化建制化歷程的制度變遷模式為何？學校在不同組織情境脈絡下，如何促成利害關係人參與學生自主學習課程化的制度變遷？研究係以歷史制度論之「路徑依賴」及「關鍵時刻」為概念透鏡，透過五所個案學校的資料搜集與分析，釐清自主學習課程化的學生需求與學校規畫的系統全貌，並一窺學校組織制度變遷的不同模式。本研究的結論有以下四點：一、自主學習課程化的制度化歷程應提出學校本位的「自主學習」論述二、學校自主學習運作機制需要為學生設計不同起始點三、學校自主學習課程化是路徑依賴與關鍵時刻交互作用的結果四、善用許願式領導的共力場作用有助於組織制度化的發展最後的研究建議有四點，分別是建議學校應對學生自主學習提出學校本位的論述，並依此論述發展學生自主學習課程發展自我檢核表；建議學校校長應重視組織制度化歷程的路徑依賴與關鍵時刻的交互作用，運用建制學習，達成組織變革；建議學校的課程領導人善用許願式領導，以促成自主學習課程化之制度變遷；建議學校自主學習課程化的課程決定者，能覺察組織制度化路徑依賴現象，並透過鏡映練習，發現關鍵時刻，採取最適決策，讓新課綱的高中學生自主學習課程化的理想能在不同的學校達成學校本位的實踐。

關鍵字

十二年國教新課綱；自主學習；路徑依賴；關鍵時刻

並列摘要

This case study explores the institutionalization of self-regulation learning in five senior high schools using qualitative approaches with the conceptualizations of path dependence and critical juncture. In 2014, the government of Taiwan released the Curriculum Guidelines of 12-Year Basic Education-General Guidelines, which unprecedently conducted self-regulation learning as the formal curriculum in the senior high school stage. Further, the Ministry of Education enacted the Direction for Development and Implementing of School-Based Curriculum in Senior High School to clarify the minimum required hours in the implementation of student self-regulation learning. This study emphasizes how did case schools, which were in different cultural and historical contexts, transform the term self-regulation learning from the Curriculum Guidelines of 12-Year Basic Education-General Guidelines into their school-based curriculum, and how various stakeholders have participated in the institutionalization of self-regulation learning in an individual school. The findings of this study include: a) the concept of self-regulation learning needs to be institutionalized with the understanding of each school, b) the mechanism, how each school operates the self-regulation learning, should be designed individually to support the needs from students, c) the transition of self-regulation from non-curriculum to curriculum in the school can be generally understood as the results of the interaction effect between the path dependence and critical juncture, and d) the wise usage of the promising leadership is recognized as an opportunity to develop the institutionalization continually. Based on the findings, this study concludes four main recommendations. First, the discourse of self-regulation learning should be produced locally in each school and formalize it as the self checklist. Second, the school principal should perceive the dynamics of interactions between path dependence and critical juncture during the process of institutionalization, adopting the institutional learning to achieve organizational change. Third, the leaders of the curriculum in the school should adopt the premising leadership wisely to achieve the institutionalization of self-regulation learning. Lastly, the leaders of the curriculum in the school should perceive the transition of path dependence in the organization and discover the critical juncture to propose the proper decision-making through the training of mirrorlike reflectiveness.