高中校長十二年國教課程領導之探究

A Study on Twelve-Year National Curriculum Leadership of Senior High School Principals

隨著十二年國民基本教育課程的實施，高中校長在課程領導方面扮演著至關重要的角色。本文採質性研究方法，透過半結構式訪談收集資料，以高級中等學校校長為主要對象，探究高中校長知覺高中因應十二年國教課程政策之改變；推動十二年國教的課程領導與實踐及遭遇困境。研究發現：（一）十二年國教課程政策實施對高中端的影響包括：校長須實施課程領導引領學校課程發展；學校獲相當程度自主得以依校本精神規劃課程；學生多元適性與自主學習需求與機會增加；教師增能與協作為必要趨勢；資源不僅強調跨科跨域更朝向跨校的整合共享。（二）校長推動十二年國教課程領導與實踐之作為包括：帶領學校教師共塑課程願景，建立課程發展共識，進行溝通協調；以身作則，參與課程發展；形塑支持性的學校課程發展文化，建立教師信任與對話；鼓勵教師專業學習社群，促發專業成長與課程共備協作之動能；引進與整合校、內外資源以支援學校課程發展與落實。（三）遭遇困境：師資員額及教師能力限制課程發展理念的落實；學校空間設備與安全不足影響彈性學習的實施；政策的強加造成學校課程實施的困擾；升學主義凌駕學校特色與學生適性、完整學習。

With the implementation of the 12-year National Basic Education Curriculum, high school principals play a critical role in curriculum leadership. This paper employs a qualitative research methodology and collects data through semi-structured interviews with principals of senior high schools as the target population. It aims to investigate the awareness of high school principals regarding the changes in high schools' response to the twelve-year national curriculum policy, the curriculum leadership and practice of promoting the twelve-year national curriculum, and the dilemmas they encounter. The study finds that: (1) the implementation of the 12-year National Curriculum Policy has an impact on senior secondary schools in the following ways: principals are required to provide curriculum leadership to guide school curriculum development; schools are given a certain degree of autonomy to plan their curricula according to the spirit of the school-based approach; there is an increased demand for and opportunity for diversified and self-directed learning by students; teacher empowerment and collaboration is a necessary trend; and there is a trend towards the integration and sharing of resources, not only across disciplines and subjects but also across schools. (2) The principal's role in promoting the leadership and implementation of the 12-year national curriculum includes: leading school teachers to develop a common vision for the curriculum, establishing a consensus for curriculum development, communicating and coordinating; leading by example and participating in curriculum development; shaping a supportive culture of curriculum development in schools, and building trust and dialogue among teachers; encouraging teachers' professional learning communities, and fostering the dynamics of professional growth and collaborative curriculum development; and introducing and integrating internal and external resources to support the development and implementation of the curriculum in schools. (3) Difficulties encountered by school principals include: the implementation of curriculum development concepts is limited by the number of teachers and their abilities; the implementation of flexible learning is affected by the lack of space, equipment, and safety in schools; the implementation of the school curriculum is disturbed by the imposition of policies; and promotionism overrides the characteristics of the school and the adaptive and holistic learning of the students.