未竟之路：素養導向教育政策分析

The Road Not Taken: An Analysis of Competence-oriented Education Policy

進入二十一世紀，國際組織、世界各國或地區將教育改革指向學生的關鍵能力、新技能、核心素養等議題，以培育未來的新人才。臺灣於2014年公布《十二年國民基本教育課程綱要總綱》，並於2019年正式實施，開始推動中小學素養導向教育政策。本研究旨在探討臺灣中小學素養導向教育政策，透過政策文本的解讀與評析，據以提出相關建議，作為後續推動素養導向教育政策之參考。經由政策文本的內容分析及論述分析，本研究發現：「核心素養」作為十二年國民基本教育的主軸，與世界接軌，反映了教育改革的國際趨勢。然而，整個教育政策仍偏重由上而下的階層設計，欠缺系統、連貫、整全的設計，可能導致政策與實踐之間的落差。據此，未來宜建構一個跨越線性思維的動態模式，加強政策與實踐的對話，同時結合政府與民間、大學與中小學的力量，協力同行，共同推動素養導向教育政策，期能實現十二年國民基本教育的目標。

In the 21st century, the educational reforms of international organizations and countries or regions around the world focus on the topics as students’ key competences, new skills, and core literacy to cultivate new talents in the future. In 2014, Taiwan announced the Outline of the Twelve-year National Basic Education Curriculum. In 2019, the “108 New Curriculum” was implemented to formally promote the Competence-oriented Education in primary and secondary schools. The purpose of this paper is to explore the policy of Competence-oriented Education in Taiwan. It attempts to interpret the policy text and to examine its implementation in educational settings. Results showed that the main rationale of Competence-oriented Education policy is in line with the world and reflects the international trend of education reform. However, this policy still focuses on top-down hierarchical design, and lacks a systematic, coherent, and comprehensive design. Thus, it may lead to the gap between policy and practice. Towards the future, a dynamic model that spans linear thinking should be constructed. It should strengthen the dialogue between policy and practice, and combine the forces of the government and the private sector, universities and primary and secondary schools, working together to promote Competence-oriented Education policy to achieve the goals of 12-year National Basic Education.