OECD課程超載報告對臺灣的啟示

The Enlightenment for Taiwan from OECD Report on Curriculum Overload

本文先歸納經濟合作暨發展組織（OECD）調查課程超載的報告重點與建言，再探討該報告對臺灣的啟示。首先，OECD提出課程超載的四個向度，與之相應的調查資料發現，多國以跨領域主題及素養將新需求融入既有科目，但是仍面臨課程超載的挑戰，如課程內容過多、學生為評量感到焦慮、教師對新增的備課工作感到負擔。報告中亦舉例說明因應策略。接著，筆者評述臺灣課程超載的狀況並探討可能的需求，包含過多科目與內容，需重新聚焦與梳理；面對多重目標所帶來的超載感，師生需理解新的課程邏輯下目標之間的關聯；課程改革對部分教師帶來較重的負擔，可思考領域課程及彈性學習課程的素養教學實踐。未來可持續探索的問題，如課綱如何回應課程超載？教科書在探究與實作的編寫，如何降低師生負擔且提高行動意願？還可參考OECD建議，進行課程超載的學生選擇與經驗研究、涉及量化研究法的實徵研究、及更多深度個案研究。

This article summarizes the key messages and suggestions presented in the report of curriculum overload investigated by the Organisation for Economic Cooperation and Development (OECD) and then discusses its implications for Taiwan. OECD first proposed four dimensions of curriculum overload and found although many countries or regions use cross-disciplinary themes and competencies to integrate new social needs into existing curricula, they still face challenges, such as excessive content, students anxiety on assessments, the burden on teachers for new content. Some strategies used are given as examples in the report. The authors of this article discuss curriculum overload in Taiwan and address possible needs: crowded content needs to be re-organized and re-focused, multiple objectives that make people feel overloaded require an understanding of the new curriculum logic, and the uneven burden of curriculum reform on teachers suggest careful reflection on the instructional practices of the competencies-oriented curriculum in disciplinary and flexible (alternative) courses. Questions remain to be explored: How do curriculum guidelines respond to curriculum overload? How do textbook designs for inquiry ease the burden and increase the willingness of teachers and students to act? Based on OECD s suggestions, future research needs to include the students choices and experiences with curriculum overload, empirical research with quantitative methodologies, and indepth case studies.