校訂課程結合社區特色資源發展學校本位課程——以臺南市篤加國小「戀戀七股篤加情」校本特色課程為例

Development of School-Based Curriculum by Integrating Local Community Resources: A Case Study of “Love Cigu Dujia Sentiments” School-Based Curriculum at Tainan municipal Cigu District Dujia Elementary School.

本研究聚焦在少子女化與教育改革背景下，學校如何透過學校本位課程結合社區資源，發展具地方特色且兼顧永續的課程，以強化學校辦學與社區連結。臺灣自410教改以來，歷經九年一貫課程與十二年國民基本教育等改革，逐步強調核心素養與學校本位課程，鼔勵學校依學生需求與社區脈絡發展具在地特色的校訂課程，以回應少子女化、學校規模縮減與教育品質提升等挑戰。本研究採文件分析法，以臺南市篤加國小108至114學年度「戀戀七股篤加情」校本課程相關文件與學校網站資料為對象，其中包括臺南市國中小課程計畫備查資源網中所載之學校現況與背景分析、課程願景及一至六年級「戀戀七股篤加情」彈性學習課程計畫等文件，作為課程架構與節次安排分析之依據，並參的同一網站之學校現況與背景分析內容及篤加國小學校網站所載之社區簡介、鄉土民情等學校特色資料，以了解社區背景與課程結合社區資源之樣貌。在此基礎上，探討其如何結合學校所處之篤加社區的人文歷史、宗族聚落、生態環境與在地產業，發展具在地文化意義與生態關懷的課程。研究首先梳理學校本位課程的理念與在十二年國教課綱中的定位，說明學校在中央課綱框架下，如何透過校訂課程與彈性學習節數，規劃以學生為核心、兼顧在地與素養的課程架構。分析結果顯示，「戀戀七股篤加情」課程以篤加社區獨特的人文與自然環境為主軸，採螺旋式與跨領域統整方式，從低年級的家鄉與家族認識，逐步延伸至中高年級的在地產業、生態保育與公共議題探究，並結合專題導向學習（PBL），設計如濕地保護方案、在地產業行銷等行動導向課程。課程實施過程中，學校積極運用社區自然、文化與人力資源，並與社區發展協會、在地職人及家長合作，讓學生在真實情境中學習與回饋社區。整體而言，此課程不僅具體落實學校本位課程與核心素養精神，也展現小校在資源有限、組織不穩定情況下，透過社區連結與行政支持，朝向學校與社區共存共榮及永續發展邁進。

This study investigates how schools, under the dual pressures of declining birthrates and educational reform, can develop sustainable, locally distinctive curricula by integrating community resources through a school-based approach, thereby strengthening the connection between school management and the community. Since the“410 Education Reform”in Taiwan, reforms such as the Nine-Year Integrated Curriculum and the 12-Year Basic Education have consistently emphasized core competencies and school-based curriculum (SBC). These policies encourage schools to develop localized curriculum based on student needs and community context to address challenges like declining enrollment, school scale reduction, and the need for enhanced educational quality. This study employed a qualitative document analysis approach. Data were collected from school-based curriculum documents of DuJia Elementary School in Tainan City, covering academic years 2019-2025. Primary sources included school context analyses, curriculum vision statements, and Grades 1-6 flexible learning curriculum plans for the school-based program“Love Chigu Dujia Sentiments”obtained from the Tainan City The reference resources of the curriculum plans. Supplementary materials from the school’s official website were used to contextualize community characteristics and local culture. The analysis examined curriculum structure and organization, with particular attention to how local humanistic history, ecological environments, and community industries were integrated. Alignment with Taiwan’s 12-Year Basic Education Curriculum Guidelines and the use of flexible learning periods to support a student-centered, competency-based curriculum were also analyzed. The results indicate that the“Love Chigu Dujia Sentiments”curriculum centers on the unique humanistic and natural environment of the Dujia community, adopting a spiral and interdisciplinary integrated approach. It progresses from understanding home and family in the lower grades to exploring local industries, ecological conservation, and public issues in the upper grades. The curriculum incorporates Project-Based Learning (PBL), designing action-oriented activities such as wetland protection plans and local industry marketing strategies. During implementation, the school actively utilizes the community’s natural, cultural, and human resources, collaborating with the community development association, local professionals, and parents. This engagement allows students to learn in authentic contexts and contribute back to the community. Overall, the curriculum not only concretely implements the principles of SBC and core competencies but also demonstrates how a small school, despite limited resources and organizational instability, can move toward co-prosperity and sustainable development with the community through strong local linkage and administrative support.