學校本位跨域素養課程發展問題與國際經驗之借鑒

Issues in the Development of Taiwanese School-Based Curriculum with Transversal Competences and Reference from International Experiences

跨域素養與校本課程兩項重要理念形塑出臺灣2019課綱的特徵。然而，在新課綱的推動過程中，浮現一些問題。因此，本文針對新課綱所遭遇的問題，試圖以跨域素養為基調，學校本位課程發展的國際經驗，尋覓臺灣可以借鑑之處。本文分析新課綱發展問題的相關文件，並比較其他國家的相關經驗，得出以下研究結論：1.從國際經驗來看，國小資訊課程設計，有統整或是融入各學科之中，或列入科技課程之中。臺灣宜先了解當前學生資訊科技方面的學力表現，再提出課程安排的方式。2.考量國外經驗與臺灣相關法令，若要確保教科書出版進度，或可以邀請出版業界代表列席審議大會。3.中央、地方與學校應是彼此合作共建課程的夥伴；但是，若賦權地方政府課程設計的權力，仍應在課綱與相關法令上載明地方政府發展課程的方針與規範。

Transversal competences and school-based curriculum are the two important concepts shape the features of the Curriculum Guidelines of 12-Year Basic Education in Taiwan. However, in the process of promoting the new curriculum guidelines, some problems were encountered. Therefore, this article attempts to find out what Taiwan can learn from international experiences in the development of school-based curriculum with transversal competences. By analyzing documents related to these problems and comparing the relevant experiences of other countries, this paper draws the following conclusions: (1) Based on the experience of other countries, information technology curriculum of elementary school can be integrated into various subjects, or included in science and technology courses. Thus, Taiwan would be better to investigate the academic performance of current students in information technology, and then propose the suitable way to develop these courses; (2) Considering foreign experience and Taiwan’s relevant laws and regulations, the progress of textbook publication must be ensured, then representatives of the publishing industry might be invited to attend the curriculum review meeting; (3) The central government, local governments, and schools should cooperate with each other to develop curriculum. However, if the local governments are empowered to design curriculum, the guidelines and norms for curriculum development of local governments must still be specified in the Curriculum Guidelines and relevant laws and regulations.