校訂課程發展與實踐之行動研究：以一所國中STEAM課程發展為例

Action Research on Curriculum Development and Implementation: A Case Study of STEAM Curriculum Development in a Junior High School

《十二年國民基本教育課程綱要》將課程區分為部定課程及校訂課程，其中，校訂課程是由學校安排，以形塑學校教育願景及強化學生適性發展。本研究旨在了解以STEAM作為國中在校訂課程的發展歷程、遭遇問題與解決策略，以個案學校作為他校結合STEAM的跨域統整主題校訂課程的發展借鏡。因此，本研究採用行動研究，以某國中全校二年級學生為對象，實施STEAM為主之校訂課程的計畫、執行、省思和修正的遞迴迴圈，最終輔以質量並重之分析方式，檢核此課程是否符合學校願景及達成培養學生具備三面九項核心素養的成效。本研究從教育行政實踐、課程教學探索、課程省思三個迴圈進行「行動—反思」的循環，探討某國中將STEAM課程納入校訂課程的歷程及其成效，結果發現STEAM課程跨域、多元、生活化的性質，正好符合校訂課程的特色，其教學模式與素養導向課程及教學實踐四個原則相符，有助於培養學生成為終身學習者。STEAM課程不僅提升教師設計課程的專業能力，亦符合該校願景「SMILE」及「學生圖像」，並有助於學生的適性發展。最後，從歷年學生課堂的問卷回饋中，發現有25%的學生認為STEAM課程應該繼續施行，50%以上的學生認為教師可以設計更多元的問題，讓學生解決，更有80%以上的學生認同STEAM課程，表示STEAM跨域課程確實讓學生有深刻體驗，不僅提升了學生學習動機，也培養學生主動學習的精神與能力，實現十二年國教自發、互動、共好的理念。總體而言，從教育行政及教學實踐兩條軸線之行動省思歷程所建構出之某國中STEAM校訂課程，其本於培養學生成為終身學習者的歷程符合現代教育的需要，也能夠培養學生的綜合能力，使學生能夠更好地應對未來的挑戰。

The Curriculum Guidelines of 12-Year Basic Education divides courses into MOE-mandated courses and School-developed curriculum. School-developed curriculum is arranged by schools to shape their educational vision and enhance student adaptability. This study aims to understand the developmental process, encountered problems, and resolution strategies of implementing STEAM as the school-developed curriculum in a junior high school, serving as a reference for other schools intending to integrate STEAM into their school-developed curriculum. Therefore, this study adopts an action research, taking all eighth-grade students from a certain junior high school as the research subjects. It implements a cyclical process of planning, execution, reflection, and modification of a STEAM-based curriculum. Ultimately, employ a qualitative and quantitative analysis to evaluate whether this curriculum aligns with the school's vision and effectively cultivates students' comprehensive abilities that the core competencies emphasized in 12-year Basic Education. The research explores the cyclical process of “action-reflection” across three loops: education administration, curriculum exploration, and curriculum reflection. It investigates the process and effectiveness of incorporating STEAM curriculum into the school curriculum at a certain junior high school, finding that the interdisciplinary, diverse, and practical nature of the STEAM curriculum aligns well with the characteristics of the school-developed curriculum. The instructional model aligns with four principles of competency-oriented curriculum and teaching practices, which contribute to fostering students to become lifelong learners. Finding that integrate STEAM into their school-developed curriculum not only enhances teachers' professional ability in course design but also aligns with the school's vision of “SMILE” and “Student Profile,” contributing to students' adaptive development. Through questionnaire feedback from students' classes over the years, found that 25% of students believe that the STEAM curriculum should continue to be implemented, over 50% of students believe that teachers can design more diverse problems for students to solve, and over 80% of students agree with the STEAM curriculum. It was found that STEAM interdisciplinary courses indeed provide students with profound experiences, enhance their learning motivation, and cultivate their spirit and ability for active learning, thus achieving the concept of voluntary, interactive, and mutual benefit in the twelve-year national education system. In summary, the STEAM curriculum developed through the reflective process along the axes of educational administration and instructional practice in a certain junior high school is aligned with the needs of modern education, aimed at nurturing students to become lifelong learners. It is capable of enhancing students' comprehensive abilities, enabling them to better tackle future challenges.