技術型高中課程實踐核心素養及其適切指標發展之探究

Exploring the Implementation of Core Competencies and the Development of Appropriate Indicators in Vocational High School Curriculum

十二年國民基本教育課程綱要（以下簡稱108課綱）以核心素養作為課程連貫統整的主軸，本研究係探究技術型高中課程實踐核心素養之實踐情形的重要面向及「技術型高中課室層級素養導向課程與教學適切指標」（以下簡稱適切指標）之發展。技術型高中育才目標為培養學生具備專業實務技能、陶冶職業道德、增進人文與科技素養、創造思考及適應社會變遷能力，奠定生涯發展基礎，提升務實致用之就業力；因此，各個群科課程如何兼具專業素養與三面九項核心素養係重要課題。本研究自2020年三月至2021年十二月採取合作行動研究法，運用文件分析、訪談、專家諮詢、參與觀察等資料蒐集方法，與技術型高中教師社群合作發展教學方案，提出兩大向度、八項原則與十七項適切指標。研究發現，適切指標有助於提升教師對總綱核心素養在各群科課程實踐的理解，增加教師實施素養教學的信心，並促成跨群/科教師社群的組織運作。研究建議該適切指標可納入技術型高中教師專業發展之工具之一，做為課程共備對話的參考原則，以及規劃教學增能培力工作坊的基礎。

The 12-Year Basic Education Curriculum Guidelines (hereinafter referred to as the 2019 Curriculum Guidelines) prioritized core competencies to integrate the curriculum. This research investigated the critical aspects of implementing core competencies in vocational high school curricula and the development of the“Vocational High School Classroom-Level Competency-Oriented Curriculum and Teaching Appropriateness Indicators”(hereinafter referred to as Appropriateness Indicators). The educational objectives of vocational high schools were to cultivate students’professional practical skills, foster vocational ethics, enhance literacy in humanities and technology, develop creative thinking, and adapt to societal changes, thereby laying the foundation for career development and enhancing pragmatic employability. Therefore, how each cluster of subjects incorporated professional competencies with the nine core competencies was a significant issue. This research, conducted from March 2020 to December 2021, employed a collaborative action research methodology, utilizing document analysis, interviews, expert consultations, and participant observation as data collection methods. In collaboration with the vocational high school teacher community, teaching plans were developed, proposing two dimensions, eight principles, and seventeen Appropriateness Indicators. The research found that the Appropriateness Indicators effectively enhanced teachers’understanding of implementing the core competencies in various clusters/departments, increased teachers’confidence in competency-based teaching, and facilitated the organizational operation of cross-cluster/department/subject teacher communities. The research suggested that these Appropriateness Indicators could be incorporated as a tool for professional development of vocational high school teachers, serving as reference principles for curriculum co-preparation dialogues, and as a foundation for planning teaching enhancement and empowerment workshops.