地方層級學校課程協作影響要素 與模式之探究 Exploring the Factors and Model Influencing School Curriculum Collaboration from a Local Level Perspective

Abstract

本研究旨在從地方層級角度分析學校課程協作的影響要素與模式。為達研究目的，本研究以文件分析、訪談與參與觀察為資料蒐集方法，研究對象為A市與其隸屬之兩所基地學校。主要研究發現包含：一、地方層級透過「組織」調動中央與學校的課綱實踐資源，以市「願景」校準學校課程轉化與協作之方向；二、以可持續發展為目標建立國家教育研究院與學校課程協作模式，應用課程繪圖優化課程發展，建立雙方研究教師合作探究機制，聚焦教師社群專業發展方向；三、地方政策分析與學校課程協作需要同步並行，方有助於設計與支持學校組織可持續地發展。研究建議：一、中央與地方層級課程分權治理與跨層級協作下，學校課程發展受到地方政策的影響，因此，學校課程協作模式同時納入地方政策協作；二、建立中央與地方跨層級協作機制，導入教育創新或新政策時，參考本研究課程協作模式同時驅動課程、教師與組織發展。 The aim of the research is to analyze the factors and models affecting school curriculum collaboration from the local level perspective. To achieve the research objectives, the research employs document analysis, interviews, and participant observation as methods of data collection, with the subjects being City A and two affiliated schools. The main research findings include: 1. At the local level, organizations mobilize resources for curriculum implementation from both the central authority and schools, calibrating the direction of school curriculum transformation and collaboration to align with the city’s vision. 2. Aiming for sustainable development, a model of collaboration between the National Academy of Educational Research and schools has been established. This involves the application of curriculum mapping to enhance curriculum development and the establishment of a mechanism for cooperative research and inquiry between both parties, with a focus on the professional development direction for teacher communities. 3. An analysis of local policies and collaboration on school curricula must be conducted simultaneously to contribute to the design and support of sustainable development within school organizations. The research suggests that under the governance of curriculum decentralization and cross-level collaboration between central and local levels, the development of school curricula is influenced by local policies. Therefore, the school curriculum collaboration model should concurrently incorporate collaboration with local policies. Secondly, establish a cross-level collaboration mechanism between the central and local governments. When introducing educational innovations or new policies, reference the curriculum collaboration model of this research to simultaneously drive the development of curricula, teachers, and organizations.

Keywords

• 地方層級
• 課程協作
• 課程實踐
• local level
• curriculum collaboration
• curriculum practice