校本？本校？錯置的學校本位課程發展

School-Based？Based on a School？Misplaced School-Based Curriculum Development

在臺灣學校本位課程發展，緣於國定課程政策的相對概念，不同於由上而下的國定課程，期待中小學教師表現課程專業自主性，反映民主開放的決策權，更能因應社會發展、地區及學生需求。因著少子化趨向，學校本位課程成了學校行銷的途徑。近年來社會多元化，學校學生背景更形殊異，學校本位課程被賦予因才施教及適性揚才等期待。本文首先分析臺灣過去三十年來學校本位課程發展的脈絡背景，說明隨著政治社會文化變遷，學校本位課程發展擔負不同的功能和教育任務。其次指出學校本位課程發展窄化為本校課程的難題。最後，對學校本位課程發展何去何從提出一些見解，期引燃更具延展力的教育視野。

"In contrast to top-down curriculum development, school-based curriculum development (SBCD) is derived from the argument about national-wide curriculum policy. It intends to encourage school teachers to develop curriculum based on their students’ need, local culture and social change. Due to the current low birth-rate, SBCD has been a marketing strategy for attracting students. Recently, SBCD has become one of approaches for schools providing appropriate learning to enhance students’ potential in responding to 12-Year Basic Educational reform. This paper discusses three issues. Firstly, it analyzes the background of SBCD in the past 3 decades. SBCD has been expected to take various responsibilities regarding to political and social change. Then it points out the emerging problems while school-based curriculum is defined as curriculum based on a school. Finally, concerning about SBCD where to go, it proposes several point views for expanding educational image by re-interpreting SBCD."