高中108課綱課程評鑑之我思：作為探究實踐的學校本位課程評鑑

Some Thoughts about Senior High School’s Curriculum Evaluation: School-based Curriculum Evaluation as an Inquiry Praxis

面對「十二年國民基本教育課程綱要總綱」帶來的課程評鑑挑戰，尤其高中端面對素養導向課程的評鑑、整體課程計畫的評鑑觀點等以往未曾操作過的新項目，本文從政策與現場實務觀點來談其對課程評鑑的期待與挑戰；繼之進行課程評鑑觀點的探究，介紹OECD的總體評鑑概念，以及Bradley效能模式、Tyler目標本位模式、CIPP模式、Scriven的目標中立模式、Stake回應式評鑑取向、Eisner的鑑賞模式，以及增權賦能、素養導向課程評鑑觀點；也瞭解學者與現場實務端對課程評鑑實務推展的建議，最後提出「作為探究實踐的學校本位課程評鑑」，援用增權賦能取向的課程評鑑觀點，提出以課程評鑑作為探究課程、教學、學習三者實踐與相互關連之關係，以及不斷反思推動狀況之歷程的觀點與步驟；此外，也提出檢核點以供參考。

"The Curriculum Guidelines of 12-Year Basic Education policy issued some new measures especially for senior high schools, such as curriculum evaluation of competence-based curriculum and the whole school-based curriculum. To meet the challenge, the author analyzed the anticipation and estimated difficulties the policy-makers and practitioners presumed, explored curriculum evaluation approaches and some models for implementation, then recommended the model of “school-based curriculum evaluation as an inquiry praxis”. The author adopted empowerment approach toward curriculum evaluation and suggested strategies of implementing curriculum evaluation as a praxis and process to reflect on curriculum as well as the relationship between curriculum, pedagogy, and student performance. She also recommended some indicators for evaluation."