以教師實踐社群實作單元教學研究發展學校本位課程的想像：活動理論的分析

The Imagination of Developing School-Based Curriculum Through Teachers’Community of Practice to Practice Lesson Study: The Activity Theory Analysis

學校實施新課綱教師有撰寫課程計畫、公開課、素養導向教學、課程評鑑、發展學校本位課程、持續專業發展等任務。學校可利用既有的領域教學研究會、年級或年段教師群組成若干實踐社群，以單元教學研究作為實作領域，社群成員共同備課設計該單元之素養導向教學和評量活動，再分工輪流公開授課、觀課和共同議課，完成意義驅動與展化的單元課程評鑑，進一步再改寫該單元的課程計畫，既可優化教科書商全國通用的罐頭式課程計畫和提升校訂課程品質，同時也完成新課綱的任務。當學校的教師實踐社群累積到一定數量的單元課程評鑑後，再由課程發展委員會進行這些單元課程評鑑的後設評鑑，優化學校本位課程總體架構的中系統和大系統，促進學校本位課程的持續發展。最後，根據研究發現的啟發提出幾點建議供參考：學校領導人宜善用分散式領導以提升學校效能、發展教師實踐社群以領域實作提升教師專業資本、以教師實踐社群實作單元教學研究發展學校本位課程。

With the implementation of new curriculums guidelines, teach¬ers are tasked with developing lesson plans, teaching demonstration classes, competency-based teaching, curriculum evaluation, developing school-based curriculums, and engaging in continuous professional de¬velopment. Schools can utilize existing subject teaching research groups, grade-level or cross-grade teacher groups to form several communities of practice, using lesson study as the domain of practice. Community members collaborate on designing competency-based teaching and as¬sessment activities for the unit, then take turns in teaching demonstra¬tion classes, observing lessons, and having group lesson debriefs. They complete meaning-driven and expansive unit curriculum evaluation, fur¬ther revising the unit lesson plans. This enhances the quality of school-based curriculums over publisher’s one-size-fits-all curriculum plans and fulfills the new curriculum requirements. When the communities of practice in a school have accumulated a certain number of unit curricu¬lum evaluations, the curriculum development committee then conducts meta-evaluation of these unit evaluations to optimize the overall frame¬work of the school-based curriculum. This facilitates continuous develop¬ment of the school-based curriculum. Finally, based on the inspiration of research findings, several suggestions are made: School leaders could leverage distributed leadership to improve school effectiveness. Teacher communities of practice should be developed for domain-based practice to enhance teachers’professional capital. Lesson study by teacher com¬munities of practice can be utilized to develop school-based curriculums.