十二年國民基本教育下學習領導的實施與挑戰：高中階段

The Potential Challenges and Hardships in Senior High Schools Concerning Leadership for Learning after the Application of 12-year Compulsory Education

十二年國民基本教育是政府既定政策，將於2014年實施。十二年國教能否成功，因素固然很多，但「學習領導」卻是其中很重要的關鍵。本文重點在界定「學習領導」的定義及內涵，認為所謂的「學習領導」乃指結合校長、學校行政人員、教師、社區、家長與其他團體，建立緊密的夥伴關係，校長及行政人員願意分享彼此權力，家長及社區與其他團體提供教學資源與支援做後盾，教師提升教學專業發展，透過各種有效的教學方法與良善的課程設計，提升學生學習興趣，重視適性輔導，研擬差異化教學策略，確保學生在教師所教的學科內容上都能充分精熟，且能充分運用學生學習歷程與表現的各種資料與訊息，充分掌握學生學習的情形與困難所在，以培養學生多元能力，適應未來社會需要的一種綜合行政領導、課程領導、教學領導與教師領導的策略。其次，建議建立「學習領導」架構圖，以完整的學校組織，共同促進「學習領導」，並提出實施十二年國教後，在落實「學習領導」時高中階段可能面臨的困境與挑戰，包括：一、差異性時代來臨：學生素質更多元而分歧；二、特色招生與特色課程的實施是一種挑戰；三、行政不穩定，組織人員更迭快速；四、外部支援系統整合不易，無法全面啟動；五、教師的專業發展與自覺；六、學生的自覺與學習態度的改變等。最後，提出因應作法，包括：一、學習領導觀念與組織架構的建立；二、由教師專業發展到教師專業發展評鑑：強化教師專業成長與自覺；三、因應差異化時代來臨，做好個別化教學等，從觀念的改變到結合所有資源，做好「學習領導」。

Twelve-year compulsory education is a confirmed policy, scheduled to be implemented in 2014. Though under various influences and factors, leadership for learning is one dominant element which determines the success of 12-year basic education program. This paper first defines leadership for learning and discussing its content and then further provides suggestions on establishing the framework. The complete school structure will be able to promote and realize the ideal of leadership for learning. This research also indicates the potential challenges and hardships that might occur in senior high schools concerning leadership for learning, especially after the application of 12-year compulsory education. The impediments may include (1) the age of diversity and the larger gaps as well as multidimension of students’ performance; (2) the challenges arising from administrating both special recruitment and specialties curriculum; (3) the unstable administrating crew and fastrotating staff; (4) the difficulties in incorporating and generating the outer support systems; (5) professional development and self-awareness of the teachers; and (6) self-perception and changing learning attitudes of the students. Finally, reviewing one senior high school, this research paper offers three possible solutions, inclusive of (1) establishment of the concepts and structures regarding leadership for learning; (2) upgrading from teachers’ professional development to assessment, in order to strengthen teachers’ expertise cultivation as well as self-awareness; and (3) preparation of differentiated instruction to cope with the age of diversity. With the alternation of concepts and integration all the resources, leadership for learning can be realized.