有效達成國民教育課程目標之鑰：教師的課程發展設計能力

Key to effectively reach the objectives of the Twelve-year Basic Education: Teachers' competence in developing and designing curriculum based on standards

國民教育現場對十二年國教三面九項核心素養的課程目標，普遍上有正面的評價。然而，面對達成新課綱課程目標的要求，由於歷來依賴教科書為課程，教師卻普遍存有諸多的憂慮、懷疑和不確定感。事實上，教師如具備專業課程能力，亦即課程發展設計能力，應能面對課程內涵的變革要求。因此，為解決我國教育現場對12年國教新課綱所出現對實現課程目標感到憂慮和對教科書極度依賴的反應，本文就兩個向度來探討這個現象。首先，本文探究歷年來國民教育改革對課程之影響的兩個面向：（一）教師歷年來的課程經驗、和（二）課程改革帶來的教育問題，進行問題的探究。接著，本文就有效達成12年國教核心素養課程目標之鑰，進行三個面向的深入探討，包括（一）教師的課綱導向課程發展設計能力、（二）課程模式的轉化和（三）師生角色與關係的轉化。最後針對教師的課程發展設計能力之培育，做出建議。

Teachers of all levels generally provide positive feedback to the curriculum objectives of the three aspects and nine competencies delineated in the new curriculum standards of the Twelve-year Basic Education. However, due to the habitual faith in textbooks developed historically, teachers hold worries, doubts, and uncertainties towards facing the requirement of reaching the new curriculum objectives. As a matter of fact, teachers should be able to face the requirement, should they have the professional capability to design curriculum based on standards. Therefore, the purpose of this manuscript is to address two facets in order to resolve teachers' problem of reliance on textbooks. First, the researcher explores the two aspects of the impact brought forth through national education reform over the years: a) the curriculum experiences teachers have had historically, and b) educational problems brought forth via waves of curriculum reform. Afterward, the researcher addresses the key to effectively reach the curriculum objectives of the core competencies of the Twelve-year Basic Education via three aspects: a) teachers' ability to develop and design curriculum based on standards; b) the shift of the curriculum model, and c) the transfer of the roles and relationships between teachers and students. Finally, the researcher makes recommendations to the cultivation of teachers' ability to develop and design curriculum.