108課綱下高中階段課程評鑑指標內容之分析

The Curriculum Evaluation Indicators in Senior High Schools Based Upon 108 Curriculum Guidelines

本研究選擇12所高中的課程計畫，採用文件分析法，分析我國高中課程評鑑指標現況。研究結果指出，我國108課綱高中階段課程評鑑指標之特色有以下五點：（1）各校評鑑指標建立者大多為課程發展委員會及學校課程自我評鑑小組（2）學校行政端偏好援引或稍加修改既有的課程評鑑指標架構（3）各校的課程評鑑項目多以課程發展過程為設計方向（4）目標達成模式普遍存在於各校的課程評鑑指標中（5）大多數學校採行「評鑑即為了改進」之評鑑目的。差異方面，部分學校的課程評鑑指標融入108課綱之精神與政策目標，也納入教師的專業社群參與或課程共備之實踐情形；而有些學校以學生學習與需求為本位來設計課程評鑑指標，有些則以教師的教學評鑑為主。

In this study, curriculum plans of 12 senior high schools were selected and document analysis method was used to analyze the current situation of curriculum evaluation indicators contents in Taiwan's senior high schools. Starting from the context and difficulties of implementing curriculum evaluation in Taiwan currently, the researchers explain the theory of curriculum evaluation, the significance of evaluation indicators and the concept of curriculum evaluation, and review the relevant studies on curriculum evaluation indicators. The results indicate that the characteristics of curriculum evaluation indicators for senior high school based upon 108 curriculum guidelines are as follows: (1)most of the school evaluation indicators are established by the curriculum development council and the school curriculum self-evaluation group. (2)The school administrators prefer to apply or slightly modify the existing curriculum evaluation indicator structure. (3)The curriculum evaluation project of each school mostly takes the curriculum development process as the design direction. (4)The goal-attainment model is commonly found in the curriculum evaluation indicators of each school. (5)Most schools adopt the purpose of ''evaluation is to improve''. In terms of the differences of curriculum evaluation indicators among high schools, some curriculum evaluation indicators are integrated into the content and objectives of 108 curriculum guidelines, as well as the participation of teachers' professional community or the practice of curriculum preparation. While some schools design curriculum evaluation indicators based on students' learning and needs, others focus on teachers' teaching evaluation. After a comprehensive analysis, the researcher concluded that the curriculum evaluation indicators were effective and appropriate, and they both meet goal-achievement model and CIPP model. From the difference, we can know that the value and idea of school administrators affect the content of curriculum evaluation indicators, and the policy can be implemented by setting up evaluation indicators.