以未來需求為導向的課程改革：從OECD報告看臺灣數學課程發展的挑戰與契機

Curriculum Reform for Future Needs: Insights from OECD Reports on the Challenges and Opportunities in Taiwan’s Mathematics Curriculum Development

本文旨在探討經濟合作與發展組織（OECD）2024年發布的《數學課程的演進：過去、現況與未來》報告對臺灣數學課程改革的啟示。面對生成式人工智慧、資料科學與跨域整合的時代需求，數學教育正處於關鍵轉型期，必須從以往的計算與解題導向轉向培養學生的批判思考、資料素養與問題解決能力。本文首先分析21世紀社會對數學教育的新需求。其次，綜覽OECD報告中25年來19個國家數學課程的演進趨勢，發現高表現國家多採用「聚焦、嚴謹、連貫」的課程設計原則，但普遍面臨課程內容穩定性高、高風險考試壓力、教科書依賴、數學焦慮及教師專業發展等結構性挑戰。研究也揭示各國在意圖課程與實施課程間存在明顯落差。針對臺灣現況，本文指出臺灣學生雖然在國際評比表現優異，但在學習動機、數學態度與跨情境應用等面向仍有精進空間。據此提出七大改革方向：1.聚焦核心概念，減輕課程負擔；2.融合資料素養與計算思維；3.發展跨領域與真實應用的學習任務；4.促進學習歷程的個別化與彈性；5.強化數學態度與社會情意面向；6.提升教師的專業自主與支持系統；7.確保課程設計、教材與評量一致性。最後，本研究從課程實驗、教師培訓與公眾溝通三個面向，提出推動改革所需的具體配套措施，期能為臺灣數學課程改革邁向「學力優異」與「素養卓越」並重的目標上提供具體建議。

This study aimed to explore the implications of the OECD's 2024 report ''An Evolution of Mathematics Curriculum: Where It Was, Where It Stands and Where It Is Going'' for mathematics curriculum reform in Taiwan. In the face of emerging demands from generative artificial intelligence, data science, and interdisciplinary integration, mathematics education stands at a critical juncture of transformation, necessitating a shift from traditional computation-oriented approaches toward cultivating students' critical thinking, data literacy, and problem-solving capabilities. This study first analyzed the new societal demands on mathematics education in the 21st century, exploring how mathematics curricula should transition from emphasizing ''algorithmic skills'' to fostering ''data-driven reasoning and decision-making.'' Subsequently, it reviewed the evolutionary trends in mathematics curricula across 19 countries over 25 years, as documented in the OECD report, revealing that high-performing nations predominantly adopted curriculum design principles of ''focus, rigor, and coherence.'' However, these countries universally face structural challenges, including the inherent stability of mathematics content, pressure from high-stakes examinations, overreliance on textbooks, mathematics anxiety, and constraints in teacher professional development. The research also unveiled significant gaps between intended and implemented curricula across nations. Regarding Taiwan's current situation, this study indicated that while Taiwanese students demonstrate exceptional performance in international assessments, there remains room for improvement in learning motivation, mathematical attitudes, and cross-contextual applications. Accordingly, seven reform directions are proposed: 1. focusing on core concepts to alleviate curriculum overload; 2. integrating data literacy and computational thinking; 3. developing interdisciplinary and real-world application tasks; 4. promoting individualization and flexibility in learning processes; 5. strengthening mathematical attitudes and socio-emotional dimensions; 6. enhancing teacher professional autonomy and support; and 7. ensuring alignment among curriculum design, instructional materials, and assessment. Finally, this study proposed necessary supporting measures for reform implementation from three perspectives: curriculum experimentation, teacher training, and public communication, aiming to provide concrete recommendations for Taiwan's mathematics education to achieve the dual goals of ''academic excellence'' and ''competency distinction.''