課程改革中的社會網絡：108課綱實施中學校課發會角色之混合方法個案研究

學校課程發展委員會（課發會）長期以來在學校組織中扮演引領課程改革重要角色。然而，有關課發會成員人際互動致力於課程改革的研究卻有限。本研究透過社會網絡方法，輔以質性資料，探討課發會在108課綱課程改革脈絡下的人際網絡動態。以一所國民小學為個案，探究其多年期學校網絡樣態，特別聚焦於課發會成員請教關係網絡結構、其在整體學校網絡中的位置、網絡樣態的變化，以及課發會如何運作以支持課程改革。研究發現課發會的網絡活動呈現持續增長且擴散的趨勢，顯示其在課發會內部以及整體學校網絡所發揮的專業人際影響。質性資料顯示課發會提供能促進課發會成員和學校其他教師之間的專業互動和知識共享的組織條件。這些支持性組織條件促進橫向溝通，建立教師對課程改革的共同理解，並使教師共同參與課程開發。研究結果對實務、研究和政策具有重要意義。

School Curriculum Development Committees (SCDCs) have historically played significant roles in driving curriculum reform within K-12 schools. However, there is a lack of research focusing on the social dynamics of their reform efforts. This study addresses this gap by investigating the interpersonal dynamics of SCDCs within the context of the curriculum reform framework, known as the 108 Curriculum Guidelines. Using a social network approach supported by qualitative evidence, the research examines multi-year school network data and explores the advice-seeking network structure of SCDC members, their positions within the school network, changes in their network patterns, and how SCDCs shape their networks to support curriculum reform. The results reveal a consistent growth in SCDC network activity, indicating an increased capacity to engage within both the SCDC network and the broader school network. Qualitative evidence provides insights into the organizational conditions for professional interactions and knowledge sharing among SCDC members and teachers across the school. These supportive conditions facilitate lateral communications, foster shared understanding of curriculum reform, and engage teachers in collective curriculum development. The study’s findings have implications for practice, research, and policy.