學校本位課程發展的歷史性分析：地方本位課程論的觀點

Historical Analysis of School-Based Curriculum Development: A Perspective Based on Place-Based Curriculum Theory

本研究目的旨在透過地方本位課程論的觀點，分析近二十五年來學校本位課程發展的歷史演變，並對重要的課程發展議題進行深究。為達上述研究目的，本研究採課程史研究取徑，並透過文獻分析與訪談進行資料的蒐集與分析。研究結果發現，近二十五年來學校本位課程發展的歷史特性主要有四：（1）隨著課程政策更迭，校本課程的內涵更趨完整與系統，（2）校本課程形塑的歷史軌跡是架構在臺灣社會變遷與關鍵人物交織運作下的動態過程，（3）在不同成員的努力下，校本課程已累積多元的設計取向，（4）校本課程在系統性與開放性的光譜間呈現不同論述立場。根據上述歷史特性，本研究再針對課程模式與觀點、課程知識選擇和決定、課程發展的永續性及限制等重要課程議題，進行綜合分析。最後，依據研究結果提出結論與啟示。

This study analyzed the historical evolution of school-based curricula over the past 25 years through the perspective of place-based curriculum theory. Key curriculum development issues were analyzed. Curriculum history was reviewed, and a literature review and interviews were conducted. The study findings revealed four main historical characteristics in the development of school-based curricula over the past 25 years:（1）with changes in curriculum policies, the content of school-based curricula has become more comprehensive and systematic;（2）the historical trajectory of school-based curriculum formation is a dynamic process shaped by the interplay of social changes in Taiwan and the influence of key figures;（3）through the efforts of various actors, diverse approaches have been applied in the design of school-based curricula; and（4）the development of school-based curricula reflects various discursive positions along a spectrum ranging from systematicity to openness. Focusing on these historical characteristics, the study further conducted a comprehensive analysis of key curriculum issues, such as the curriculum development model and perspective, curriculum knowledge selection and decision-making, and the sustainability and limitations of curriculum development. Finally, conclusions and implications based on the research results are provided.