課程地圖的理論探源與實務應用：以十二年國教政策的課程實踐為例

The Practice and Theory of Curriculum Mapping: Implications for the Curricular Implementation of the 12-Year Basic Education

本研究透過相關文獻的探討，旨在探究課程地圖的理論根源及實務應用，以及應用在十二年國民教育政策課程改革的可行策略。首先，分析課程地圖的理論源起和相關的課程概念，闡釋其背後的理論依據，說明其重要性和相關的應用價值，以及介紹其實務應用途徑；其次，討論十二年國民教育政策的背景和理念，評析相關的課程概念，同時，借鑑我國實施九年一貫課程的相關研究、以及美國的八年研究和190年代中學課程改革的方針。綜合相關研究成果，本研究提出可行策略包括：（1）由下而上建構小學高中職一貫且統整的課程；（2）檢視對照並勾勒學生學習的關鍵基礎能力；（3）教師增權賦能以發展學校特色課程；（4）形塑學校學習社群文化排除課程實施的障礙；（5）蒐集學生評量資料落實適性揚才的理念。

The purpose of this study is to explore the practice and theory of curriculum mapping， and its implication on the curricular reform of the 12-year basic education in Taiwan. First， it discusses the arguments and contexts of curriculum mapping， and analyzes the related concepts of curriculum design and development. Secondly， it introduces the ideas of the 12-year basic education and elucidates the embedded concepts of curriculum. Thirdly， it refers to the implications of Eight-Year Study and 1990’s curricular reform of middle school in USA. With the synthesis of the results， this study proposes five aspects for a successful fulfillment on the curricular reform of the 12-year basic education: (1) to construct the Grades 1-12 curriculum from bottom-up; (2) to review， compare and outline the key skills for Grade 1-12 students; (3) to empower teachers to develop the school-based featured curriculum; (4) to form the culture of learning community in the school to remove the obstacles of curriculum implementation; (5) to collect the assessment data of Grades 1-12 students for differentiated teaching.