近十年108課綱研究脈絡及發展趨勢：基於文獻計量學分析

The Context and Research Trends of the 108 Curriculum Guidelines Over the Past Decade: A Bibliometric Analysis

研究目的

本研究透過回顧108課綱十年來的發展，深入探討其在臺灣教育改革中所產生的影響，並針對其施行過程中所面臨的挑戰進行全面分析，以提供未來政策改進的建議。研究目的包括：一、探討108課綱相關學術研究的分布情形；二、分析108課綱施行至今的研究脈絡與發展趨勢，為未來教育政策提供參考依據。

主要理論或概念架構

108課綱於2014年由教育部發布並於2019年全面實施，象徵臺灣教育由傳統能力本位教育轉向素養導向教育，強調「自發」、「互動」、「共好」等學習理念，以培養具備21世紀核心素養的學生。本研究以文獻計量學（bibliometrics）為基礎，彙整學術界在108課綱實施後的研究成果，解析此領域的學術發展軌跡與重點主題。

研究設計／方法／對象

本研究從華藝線上圖書館（Airiti）、臺灣博碩士論文知識加值系統、Webof Science（WoS）、ProQuest及Scopus等資料庫進行文獻檢索。依據研究目的，兩位研究者分別遵循PRISMA程序進行文獻篩選，為避免篩選文獻產生偏頗，影響分析成果，兩位研究者納入、排除文獻再經統計計算編碼者間的一致性信度。研究最終納入1,628篇相關文獻，涵蓋157種期刊、364個關鍵字、1,552位作者，分析自108課綱施行以來的學術研究發展趨勢。本研究採文獻計量法進行以下分析：一、歷年文獻發表量、作者發表量、期刊發表量；二、關鍵字分析、關鍵字突現分析、關鍵字共現分析；三、主題聚類分析、主題演變分析等。使用CiteSpace 6.3.R2進行文獻計量分析，並結合資料可視化技術，深入識別重點研究領域和主題演變。

研究發現或結論

研究結果顯示，從2019年起，108課綱相關研究每年穩步增長，尤其在2019至2022年間增速明顯增加。在這段時間，許多學術論文集中探討108課綱的政策實施、素養導向的教學實踐，以及教師專業發展等議題。透過關鍵字共現分析，本研究發現「核心素養」、「素養導向」、「自主學習」、「學習成效」等關鍵字頻繁出現，顯示學術界對於108課綱的實踐有其廣泛探究。此外，研究者對於課程設計的探討也發現對跨領域學習、校訂課程等議題的高度關注，顯示臺灣教育改革正逐漸從單一學科轉向多元且跨領域的素養培育方向。

理論或實務創見／貢獻／建議

108課綱雖推動了素養教育的改革，帶來顯著的積極影響，但在實施層面仍面臨一些挑戰，例如教師的教學壓力、學校資源配置不足，以及如何提升學生的學習動機等。研究建議未來教育政策應更加注重教師與學校在推動新課綱時所需的支援體系，加強教師培訓，促進資源公平配置，並持續評估課綱的實施成效，進行政策的調整與優化，確保教育改革的可持續發展。

Purpose

This study examines the impact of the 108 Curriculum Guidelines (108CG) over the past decade on Taiwan’s educational reforms, providing an in-depth analysis of the challenges encountered during its implementation. By conducting this comprehensive review, this study aims to offer recommendations for future policy improvements. The research objectives are as follows: (1) to investigate the distribution of academic research on the 108CG; (2) to identify research hotspots and analyze developmental trends in 108CG-related research to inform future educational policy-making.

Main Theories or Conceptual Frameworks

The 108CG, introduced by Taiwan’s Ministry of Education in 2014 and fully implemented in 2019, marked a shift from traditional ability-based education to a competency-oriented model focused on “spontaneity,” “interaction,” and “the common good.” This study employs bibliometric analysis to synthesize post-implementation research and trace the academic development and key thematic trends in this evolving field.

Research Design/Methods/Participants

This study conducted a comprehensive literature search across multiple databases, including the Airiti Library, the National Digital Library of Theses and Dissertations in Taiwan, Web of Science (WoS), ProQuest, and Scopus. Following the study objectives, two researchers independently applied the PRISMA protocol to screen literature, ensuring impartiality in the selection process by calculating inter-rater reliability for the inclusion and exclusion criteria. Ultimately, 1,628 relevant articles were included, spanning 157 journals, 364 keywords, and 1,552 authors. To examine the development trends in academic research since the implementation of the 108CG, this study employed bibliometric methods to analyze (1) annual publication volume, author publication count, and journal publication frequency; (2) keyword frequency analysis, burst detection, and co-occurrence analysis; and (3) thematic clustering and evolution analysis. Utilizing CiteSpace 6.3.R2 for bibliometric and data visualization techniques, the study identifies critical research areas and trends within the evolving landscape of 108CG-related research.

Research Findings or Conclusions

The research findings indicate that since 2019, studies related to the 108CG have shown steady annual growth, with a notable increase in publication volume between 2019 and 2022. During this period, numerous academic articles have focused on policy implementation, competency-oriented instructional practices, and teacher professional development within the context of the 108CG. Keyword co-occurrence analysis identified frequently appearing keywords in recent years, such as “core competencies,” “competency-based approach,” “self-directed learning,” and “learning outcomes,” highlighting the academic community’s extensive exploration of 21st-century competencies (108CG) practices. Furthermore, discussions on curriculum design reveal a strong focus on interdisciplinary learning and school-based curricula, indicating a shift in Taiwan’s educational reforms from single-discipline instruction to a multidisciplinary, cross-domain approach to nurturing a broader set of competencies.

Theoretical or Practical Insights/Contributions/Recommendations

While the 108CG has driven significant reforms in competency-based education, their implementation faces challenges, including increased teaching pressures, insufficient resource allocation for schools, and the need to enhance student motivation. This study recommends that future educational policies strengthen support systems for teachers and schools to facilitate effective curriculum adoption, emphasizing expanded teacher training and equitable distribution of resources. Additionally, continuous assessment of curriculum effectiveness is essential to inform policy refinements and promote improvements, ensuring sustainable development of educational reforms.