課綱為本課程設計系統（S2）運作對教師專業素養的影響之研究：以高一小說課為例

A Study on the Impact of SSCD (S2) Unit Design and Instruction on Teachers’Professional Competencies: Taking a 10th-grade Novel Unit as an Example

素養教育挑戰教師專業素養，因為教師過去缺乏根據課綱設計課程和教學的經驗。本研究旨在探究高中一年級一個班級實施以「課綱為本課程設計系統（簡稱S2）」設計的小說素養課程與教學，對教師專業素養發展所產生的影響。研究資料包括參與教師的小說課程方案、教學反思、教材講義和訪談，並且用持續比較法進行分析。結果顯示，S2的課程與教學經驗對老師專業素養發展的影響，包含教師因而得以（1）釐清課程知識內涵，提升了專業能力和信心，（2）習得課程設計的知識和技能，（3）對課程與教學的價值認同與正向態度。另外，根據《師專業素養指引--職前教育階段暨師資職前教育課程基準」》進一步的討論發現，教師無論是在「了解教育發展理念與實務」、「了解並尊重學習者發展與學習需求」、「規劃適切的課程、教學及多元評量」、「建立正向學習環境並適性輔導」，及「認同並實踐教師專業倫理」方面，均有實質性的正向發展。

The challenge of competency-based education to teachers' professional competencies lies in teachers’lack of experience in unit design and instruction based oncurriculum standards. This study aims to explore the impact of design and instruction of a novel unit designed based on the '' System of Standards-Based Curriculum Design'' (referred to as S2) in a 10th-grade class on the development of teachers' professional competencies. The data collected in this study includes the participating teacher’s novel unit plan, teaching reflections, teaching materials, and interviews. Data analysis was conducted using a constant comparative method. The results of the study indicate that the unit design and instruction based on S2 positively influenced the development of the teacher's professional competencies in the following ways: (1) the teacher has clarified the content knowledge, thereby enhancing her professional ability and confidence, (2) the teacher has acquired the knowledge and skills of unit design, and (3) the experience has fostered the teacher’s values and attitudes towards unit design and instruction. According to the Guidelines for Teachers' Professional Competencies—Standards for Pre-service Teacher Education and Curriculum, further discussion reveals that S2 teachers have achieved substantially positive development in areas, including understanding educational development concepts and practices, recognizing and respecting learners’developmental and learning needs, planning appropriate curriculum, instruction, and diverse assessments, creating a positive learning environment with tailored guidance, and identifying with and practicing professional ethics in teaching.