情境化的素養導向課程設計：以一所實施跨國合作專案課程的小學為例

Competency-Based Curriculum Design in Contextualization: A Case Study of an Elementary School Global PBL Curriculum

我國新課綱以「核心素養」的教育理念，強調學習應與學習者生活情境連結。教師常用生活情境引起學生學習動機，但發現情境若與課程缺乏緊密關聯，未必產生預期教學成效。情境化的素養導向課程設計，仍待具體課程範例以供參考。因此，本研究目的在提供情境化的素養導向課程設計實例，以供深化情境化的意涵。本研究以一所實施跨國合作專案課程的小學為個案。研究方法採訪談法，佐以課程資料與會議紀錄等文件，分析情境如何與課程產生連結並具有脈絡性。研究結果發現個案學校作為：1.課程情境化的脈絡植基於國際教育情境氛圍、教師跨科合作與學生學習轉變；2.選用真實的國際合作專案，進行PBL課程設計，提供情境化的課程設計；3.情境化的課程設計觸發引起學生學習情境轉變，帶動目標課程的深化。本研究建議：1.該校情境化的脈絡模式可供他校素養導向課程規畫時參考；2.該校素養導向課程的實踐與教師協同教學、合作模式、教師專業社群運作等有諸多交互作用與影響，有待進一步研究。

This research aimed to explore how the learning context was contextualized to meet the need for competency-based curriculum, illustrated with a case study of an elementary school global PBL (project-based learning) curriculum. The case study method was adopted, and data was collected by means of interviews and document analysis. The findings concluded: 1. the contextualization in the case school curriculum evolved from the effort of building up the international learning context on campus for years, teachers’ interdisciplinary teaching and students’ positive growth in learning performance 2. the learning context was contextualized by means of the adoption of authentic international collaborative projects and PBL curriculum design; 3. the curriculum design in contextualization transformed a local learning context into an international learning setting, further deepening students’ international learning. Based on these findings, this research made two suggestions: 1. the contextualized model of the integration between the context and curriculum design could serve as a reference for competency-based curriculum design; 2. further studies should explore the interconnections and influences among teachers’ team teaching, collaboration models, and professional development.