一所偏鄉普通高中推動十二年國教課綱課程領導之實踐

The Practice of Curriculum Leadership on the Curriculum Guidelines of 12-Year Basic Education in a Remote General Senior High School

十二年國教課綱於2019年8月正式上路，本研究旨在探討一所南部偏鄉普通高中（陽光高中）實踐課綱的歷程與挑戰。研究目的為：一、瞭解該校推動十二年國教課綱之現況與特殊需求；二、釐清校長、行政與教學團隊在實踐過程中之角色與任務；三、歸納實踐歷程中的成功經驗與挑戰因應。研究方法採質性取向之個案研究，透過深度訪談與現場觀察蒐集資料，訪談對象包含校長、主任與教師團隊，共計10人次。經資料分析後，研究結果發現：一、該校發展特色課程（如TW班、雙語科技班）以吸引學生留鄉就學，逐步建立品牌；二、面臨師資流動率高、地處偏遠與學生需求特殊等困境，導致多元選修與學習歷程推動受限；三、課程發展歷程透過分布式課程領導網絡，仰賴校長引導方向與資源、中層領導推動制度與協調溝通、教師展現教學熱忱與進行專業共備；四、課程教學評鑑應破除形式主義，除一般觀課回饋，宜強化全面教學省思與傳承。綜上，顯見策略性課程領導與在地課程建構的重要性，本研究可提供偏鄉普通高中實施課綱改革之參考。

The 12-Year Basic Education Curriculum Guidelines were officially implemented in August 2019. This study aims to examine how a rural senior high school in southern Taiwan promotes and implements these guidelines. The objectives are threefold: (1) to understand the school’s current status and specific needs in implementing the curriculum; (2) to explore the roles and responsibilities of the principal, administrative leaders, and teaching staff; and (3) to summarize key experiences, challenges, and strategies adopted during the implementation process. A qualitative approach was employed, utilizing in-depth interviews and observations. Six participants, including the principal, directors, and teachers, were interviewed across ten sessions. After the process of data analysis, the findings indicate the following: First, the school has developed distinctive programs, such as the TW Program and the Bilingual Technology Class, to retain local junior high graduates and strengthen its identity. Second, the school faces challenges, including teacher turnover, geographic isolation, and students with lower academic motivation, which hinder its ability to offer a diverse range of elective courses and support the development of learning portfolios. Third, curriculum leadership follows a distributed model: the principal provides direction and external resources, middle level leaders coordinate policies and support systems, and teachers actively contribute through professional engagement and interdisciplinary collaboration. Fourth, curriculum and instruction evaluation should transcend formalistic practices; beyond routine classroom observation feedback, it should emphasize systematic pedagogical reflection and the sustainable transmission of effective teaching practices. This study emphasizes the significance of strategic curriculum leadership and localized curriculum design in reforming rural education, providing practical implications for schools facing similar challenges under the 108 Curriculum Guidelines.