以文化觀點探討素養導向課程變革之策略探析

A Study on Culture-oriented Strategies for Competency-based Curriculum Reform

十二年國教新課綱已於2019年8月起正式實施，然實施至今，學校校園內仍充斥著許多對素養導向課程與教學的質疑，也仍有為數不少第一線教師的課堂教學仍停留在九年一貫課程變革的課程認知與教學慣性行為之中，甚至有部分教師對素養導向教學的課程與教學觀點，抱持懷疑與觀望的態度。前述各種教學現場的教師文化與校園氛圍，確實會對於實施素養導向課程與教學產生不利的影響。而前述問題的產生，其主因之一可能是政策規劃與執行者在實施課程變革過程中，未能強調學校應配合課程政策，將既存之九年一貫學校文化轉變為有利於推展課程政策的校園文化所致。針對前述問題，本文先以文化三層面觀點比較九年一貫課程與十二年國教課程變革的差異之處，並導出素養導向文化變革的重點。其次，針對素養與文化的內涵進行分析與比較，論述兩者間的緊密關係，藉以凸顯透過文化觀點探討素養導向課程變革的正當性。復次，透過文獻分析的方式，先歸納組織變革的過程，並以此為基礎探討文化為本的變革的過程與做法，且將此一文化變革的過程與做法應用於素養導向課程變革。最後，本文以文化的認知、價值觀與行為模式為依據，分別提出認知導向課程變革過程，透過釋義過程產生行動力，以及強調學習感受的行為模式，作為學校推動素養導向課程變革的重要參考依據。

Started with the implementation of New Curriculum Guideline of 12-Years Basic Education Policy, school teachers kept questioning the values of competency-based curriculum and instruction, and a great majority of them did not change their teaching styles. Apparently, dramatical policy shifting from Grade 1-9 Curriculum to 12-Years Competency-based Curriculum, cultural factors played an important role within curriculum converting process.
Based on these problems and understandings, this paper started with a brief comparison on two curriculum policies relating belief, content, value and behavioral emphasis, to identify directions and core operations for culture-based curriculum reform. Secondly, through a content comparison between culture and competency, this paper justifies the value of culture-oriented curriculum reform. Using literature review and analysis on organizational reform process, this paper then develops a possible culture-oriented curriculum reform model and strategies. Finally, corresponding tobelief, value, and behavioral model mentioned as the centers of reform, this paper proposes recognition-based curriculum reform process, action initiation through sensemaking, and emotion-directed behavioral model, as key strategies for competency-based curriculum reform.