A Case Analysis for the Development and Praxis of School-Based Curriculum of 12-Year Basic Education
Beginning in August 2019, the Ministry of Education officially implemented the 12-Year Basic Education Curriculum Outline and put into practice the school-based curriculum year by year. The 12-Year Basic Education Curriculum Outline replaced the 9-year ability-based curriculum with competency-based instruction. Not only did the 12-year basic education curriculum put emphasis on the abilities that learners could use in daily life, but it also empowered learners by cultivating the core competencies. By way of the implementation of the curriculum, the learners could apply many abilities to real life and promote the power for action of solving problems to manifest the value of their subjectivity. The study aimed to explore the content of a pilot project that an elementary school granted by the Ministry of Education from 2016 to 2018. It explored the development of the school-based curriculum framed in the 12-Year Basic Education Curriculum Outline. Under the course of “reading empowerment and sporting lohas,” the pilot project combined the action learning with international education and advanced arts project included in the classroom teaching. In addition, the study analyzed the difficulties encountered in the process of teaching practices and coping strategies. According to the analysis, it provided teachers to reflect on the professional abilities of competency-based instruction and develop the possibility of learners’ autonomous learning.
|關鍵詞||十二年國教、自主學習、素養導向教學、學校本位課程、藝術領域、12-year basic education、autonomous learning、competency-based instruction、school-based curriculum、arts domain|