偏鄉小學教師如何傳遞實驗教育課程的內容

A Study of How Rural Primary School Teachers Deliver Experimental Education Curriculum

本研究採訪談法，以臺北市某偏鄉實驗小學為研究場域，了解教師在實施實驗教育課程時，遭遇課程遺失與活動停辦情形，以及如何將學校遺失課程與活動修復的歷程。該校自2018年轉型實驗小學，課程與活動結合，教學主題多元且活動豐富，惟學校代課老師多、教師流動率高，增加主題課程傳遞的難度，因此教師修補、傳遞遺失課程，成為偏鄉小學發展實驗教育主題課程的任務，其過程值得研究。本研究根據知識管理SECI模型，勾勒出造成課程遺失與變動的原因，以及課程修補的歷程，提供其他偏鄉小學作為參考。（本文最初稿曾發表於2023年東亞地區校長學學術研討會。）

This study employs interview methods, focusing on an experimental rural primary school in Taipei City to understand the challenges teach¬ers face in delivering experimental education, including curriculum loss and the suspension of activities. The school, which transformed into an experimental institution in 2018, integrates curriculum with various activities. However, high turnover rates and the heavy use of substitute teachers have increased the difficulty of passing down themed curricula. Consequently, teachers are tasked with the restoration and continuation of lost curricula, a key responsibility in the development of experimental education in rural schools. This study applies the SECI model of knowl¬edge management to outline the causes of curriculum loss and describe the process of restoration, providing a reference for other rural schools.