從協作治理觀點探討「素養教育課程設計及發展計畫」之推動

Probing into the Promotion of Competency -Based Education Curriculum Design and Development Project from Perspective of Collaborative Governance

「十二年國民基本教育課程綱要總綱」的特色之一為強調教師必須要具有以課綱為本進行課程設計的專業能力，以及讓學生能獲得統整學習經驗及核心素養。為落實12年國教，素養導向教師增能方案被視為提升教師進行素養導向課程設計與教學實踐的專業能力之關鍵課程政策，各類素養導向教師增能方案持續規劃與推動，其亦涉及多元行動者的協力合作。「素養教育課程發展及設計計畫」係為多元行動者協力推動的素養導向教師增能方案，其目的在於藉由「課綱為本課程設計系統」的標準化、模組化和平台化之機制，協助教師系統化解構課綱的學習重點、建構學習目標、設計學習評量和規劃學習活動。所以，本研究從協作治理觀點，立意選取已持續運作多年的素養導向教師增能方案-「素養教育課程設計及發展計畫」為研究個案，透過訪談法蒐集相關研究資料，探討專案團隊及合作學校在「素養教育課程設計及發展計畫」的協作過程與結果，並提出相關建議，作為課程政策治理之參考。

Curriculum reform must be via good collaborative governance to achieve the ''good governance'' that is the curriculum policy governance vision. The '' competency education curriculum development and design project '' is a competency-based teacher empowerment program for 12-year basic education, involving the collaborative governance of cross-sector actors. Therefore, through the interviews and documentary research, this study explored the collaborative situation of cross-sector actors, such as the project teams and pilot schools in the ''system of standards-based curriculum development'', including initial state, collaborative process, and collaborative effect, and propose relevant suggestions accordingly, as a reference for the subsequent course policy governance.