十二年國教課綱發展歷程及關注課題之分析與展望

Explore on The Process and Critical Issues in the Development of the Guideline for the 12-Year Basic Education Curriculum

2019年八月開始依不同教育階段逐年實施之十二年國民基本教育課程綱要（以下簡稱十二年國教課綱），其研發為國內有史以來之首次，針對十二年國教起動時之中小學課綱問題加以檢討與修訂。從建立國家層級課程永續發展機制的角度，十二年國教課綱由國家教育研究院自2008起規劃與執行基礎研究與課綱修訂工作，經教育部課程審議會通過後公布與實施。本研究以十二年國教課綱發展為研究範疇，採取論述分析法，從國家層級課綱發展機制之脈絡，探析十二年國教課綱發展過程中關注課題，提出未來課綱研究發展之建議。研究結果指出課綱發展歷程中關注課題主要包含內涵、程序以及配套等面向；部分課題除受到媒體與社會各界關注外，在研修、研議與審議階段有多元意見與論述重點，其決定歷程相對困難，從國家層級課綱發展歷程與機制，本文提出此波關注課題納入課綱基礎研究之範疇，釐清本質內涵與提出處理原則或方向，透過課綱發展機制形成未來課綱修訂原則，作為課綱修訂依據；此外，未來可強化課綱研究、研修、試行與修訂、評鑑與回饋機制，以保有課綱創新與永續發展的活力。

"The Guideline for the 12-Year Basic Education Curriculum is under developing by National Academy for Educational Research from 2008. This is the first time to construct curriculum guideline from grade1 to grade12 in Taiwan. It is necessary to document and analysis the process for the curriculum guideline R&D in the future. This research was to explore the Process and critical issues in the development of the Guideline for the 12-Year Basic Education Curriculum. The research purposes were to analyze the process and discourse rationale of the curriculum guideline, to explore the context and critical issues and finally to propose suggestions for the research and development of curriculum guideline in the future. This research employed discourse analysis method. The findings were: The critical issues in the process of curriculum guidelines are mainly connotation, form, mechanism and procedures, and policy supports. Some critical issues should have enough evidences or strong discourses supported by researches and practices. The research proposed suggestions for construction of curriculum mechanism in the future."