小學教師專業學習社群實踐素養導向課程之個案研究

A Case Study on the Practice of Competency-based Curriculum in Teacher Professional Learning Community

本研究旨在以「實踐社群理論」為研究視角，透過深度訪談來透視個案學校 教師專業學習社群將「特色課程」轉型為「校訂課程」之成功歷程、關鍵與有效 策略。研究發現為：個案學校教師專業學習社群憑藉著多年的特色課程發展能量， 歷經了「課綱理解期」、「觀點轉化期」、「協作動員期」、「校訂課程期」等四大階 段歷程，將學校「特色課程」轉型為素養導向「校訂課程」；校長領導、教師教 學與家長教養等面向的觀點轉化，是素養導向課程順利實施的重要關鍵；透過凝 聚教師共識、發揮在地資源、善用教師及家長專長等方式籌組學校的親師學習社 群，促進特色課程的「教學課程」，轉變為校訂課程的「學習課程」；學校行政端 透過彈性排課、共同備課、協同教學等方式支持教師將特色課程轉型為校訂課程， 並透過社群成員的專長及經驗傳承，讓校訂課程永續發展。

This study uses Wenger's concept of ''Community-of-Practice Theory'' as a framework to understand the evolution of the ''featured curriculum'' into a ''schooldecided curriculum'' for competency-based curriculum in a remote primary school. The study had the following findings: 1. The case school goes through four stages of the course conversion process; 2. The transformation of the views of principals, teachers, and parents is an important key to the smooth implementation of the curriculum; 3. Converging teachers' consensus, leveraging local resources, making good use of teachers and parental expertise to organize school learning communities can promote curriculum transformation; 4.The school administration supports teachers to transform the curriculum through flexible class scheduling, preparing lessons together, and collaborative teaching. The TPLC enables the development of the curriculum through the expertise and experience of the members. Based on the findings, some suggestions are proposed for elementary schools, teachers and education authorities.