學校本位課程發展與評鑑中教師課程知識之探究：以一位國中教師為例

Case Study of Junior High School Teacher’s Curriculum Knowledge in School-Based Curriculum Development and Evaluation

從九年一貫課綱實施，到108課綱政策上路，兩個課綱皆強調學校本位課程發展。然教師在學校本位課程發展中，會遇到哪些課程議題？需具備哪些課程知識？這在過去的研究比較少被討論。本研究以一位國中個案教師參與學校本位課程發展與評鑑的過程為例，透過課程文件分析、會議參與式觀察和教師訪談等方法，探討個案教師在校本課程發展與評鑑過程中的課程知識及變化。研究發現個案教師在校本課程設計初期，會留意到課程目標，學校課程資源與脈絡，及學生學習特性等議題的重要，但待課程實施後，在學校進行課程評鑑的自我反思時，其課程知識會被進一步深化，包括課程目標需校準學校願景、課程組織應具有一致性，以及留意到學校課程縱向銜接與橫向統整重要性等。研究結論認為：在108課綱實施脈絡下，教師透過校本課程發展與評鑑反思過程，深化課程知識，能從學校整體課程統整的角度與學生學習的實際理解，校準課程目標，不斷精進課程，此與專業成長形成相輔相成的互為關係。

Both the initial grade 1–9 and later the 12-Year Basic Education curriculum guidelines of Taiwan emphasize school-based curriculum development (SBCD). However, research is limited regarding the challenges that teachers encounter during curriculum development and the curriculum knowledge they possess in relation to SBCD. Through analysis of curriculum documents observations of participants in school meetings, and teacher interviews, the present study explored junior high school teachers’curriculum knowledge and changes to this knowledge over time during their participation in SBCD and evaluation. The findings indicated that teachers initially paid attention to curriculum goals, school-based curriculum resources and context, and student learning characteristics during the early stages of curriculum design. After implementing the developed curriculum and engaging in self-reflection through the curriculum evaluation conducted at the school, the teachers’curriculum knowledge was deepened. Teachers were then able to align curriculum and school-wide goals, ensure consistency in curriculum organization, and recognize the importance of vertical coherence and horizontal integration within the overall school curriculum. In the context of implementing the 12-Year Basic Education curriculum guidelines, the process of developing and reflecting on SBCD deepens teachers’curriculum knowledge, facilitating integration between individual curricula, overall school goals, and student learning needs. This process reinforces professional growth.