英格蘭公民資質國定課程的課程管控之演變及其啟示

課程管控是國家為確保課程成效與教育品質的必要手段，各國皆會進行某種程度的課程管控。本研究目的有二，一為探究英格蘭三版（1999年、2007年、2014年）公民資質國定課程的課程管控情形與演變。二為分析三個版本公民資質教科書對國定課程的呼應情形。最後，根據本研究結果，尋找對臺灣十二年國民基本教育課程之下教科書編審的啟示。研究發現為，（一）英格蘭三個版本公民資質國定課程，課程管控皆傾向過程模式，且兼具結果模式；（二）三個版本課程管控強度的演變是：由1999年中等、到2007年強度、再到2014年寬鬆；（三）由教科書來看，三個版本的教科書均反映了國定課程的要求，而以2014年教科書的呼應程度最高。啟示則有二，（一）釐清課程管控項目，以作為教科書編審之依據；（二）管控課程重要面向，以達引領教科書編審及釋放空間給教科書設計。

關鍵字

課程管控；英格蘭；國定課程；公民資質；教科書

並列摘要

In order to ensure curriculum effectiveness and quality, it is necessary for the state to control curriculum to a certain degree. This study aims to: (1) explore changes in curriculum control by analysing the National Curriculum for Citizenship (hereafter the NCC) announced in 1999, 2007 and 2014; (2) analyse the correspondence between the three editions of the NCC and related citizenship textbooks. Based on the research findings, this study offers revelations for textbook compilation and accreditation for the Curriculum Guidelines for 12-year Basic Education in Taiwan. The research findings are as follows. (1) Curriculum control of the three editions of the NCC tended to be process-control-model, rather than product-control-model. (2) The intensity of curriculum control of the NCC shifted from the medium in 1999, to strong in 2007, then to weak in 2014. (3) Finally, textbooks corresponded with the NCC to a certain degree with the 2014 version corresponding most. There are two revelations that can be derived from these research findings: (1) clarify items in curriculum that are to be controlled to serve as a basis for textbook compilation and accreditation, and (2) control the important dimensions of national curriculum in order to guide textbook compilation and accreditation and release more autonomy for textbook development and design.