12年國教高中課程的負荷：學習歷程檔案

12 - Year National Education High School Course Load: Academic Portfolio

K-12的108 課綱推動「適性揚才」，培養學生核心素養的發展。核心素養的培養是一種終身發展的歷程，需要透過系統而完整的紀錄與發展才能獲得，而素養教育的成效則必須藉由學習歷程檔案的建立來評估。學生在學習歷程中的反應表現與反思回饋，再經由檔案紀錄留下屬於個人的學習足跡，逐年的學習紀錄擘劃出屬於個人的學習地圖，每個紀錄足跡的省思都呈現個人興趣、能力與特質，並提供下一個學習準備的行動調整與規劃建議。而K-12課程都可以是學生學習歷程檔案中的一個項目，本文嘗試以學生學習歷程檔案的實施問題分析評估，將學生學習歷程檔案的實施問題分為教師、學校行政人員、學生三個層面，並提出解決的省思與評論，期望可以從根本來思考課程負荷問題，也期望未來的課程規劃能兼顧政策發展的需求和學生學習的負擔，讓學習歷程檔案更具學生學習探尋自我的學習紀錄工具，也更能凸顯學生完整的學習面貌。

The 108 syllabus of K-12 promotes "adaptation and talent development" and cultivates the development of students' core literacy. The cultivation of core literacy is a life-long development process, which can only be obtained through systematic and complete records and development, and the effectiveness of literacy education must be evaluated through the establishment of learning process files. Students' reactions and reflections in the learning process, and then leave their own learning footprints through file records, Year-by-year learning records draw out their own learning maps. The reflections of each recorded footprint show personal interests and abilities, and traits, and provide recommendations for action adjustment and planning for the next study preparation. And K-12 courses can be a project in the student's learning history file, this paper attempts to analyze and evaluate the implementation problems of students' learning process files, the implementation problems of students' learning history files are divided into three levels: teachers, school administrators, and students, and put forward reflections and comments to solve the problem, hoping to think about the problem of course load from the root, and also hope that future curriculum planning can take into account the needs of policy development and the burden of students' learning, so that the learning history file can be more students' learning records of learning and exploring themselves. The tools can also better highlight the complete learning outlook of students.