實驗學校文化本位數學補充式課程之發展

Constructing a Cultural-Based and Supplemental Mathematics Curriculum in an Experimental Elementary School

課程發展是學校辦理實驗教育最重要的任務和挑戰。本研究以一所原住民族實驗小學為案例，說明師培者與學校教師組成共學探究社群，師培者根據學校的實驗教育目標和教師教學需求，提供課程發展的具體作法，透過師培活動的聚會討論，歷經設計、實踐、評鑑、修訂等歷程，發展出文化本位數學補充式課程。在課程發展歷程中，數學問題的呈現是聚會討論的焦點，而文化事件包括事件內容與其蘊含的文化意涵。教師實施文化本位數學補充式課程時，發現學生更投入學習也更理解數學，同時肯定耆老和社群討論對課程產出的貢獻。本研究得出文化本位數學課程的發展歷程，可作為實驗學校發展特色課程的參考。

The greatest challenge faced by experimental schools is the development of a curriculum that meets their unique educational objectives. This paper reports the establishment of a co-learning inquiry community by school teachers and a teacher educator in an indigenous experimental elementary school. Driven by the school’s pedagogical goals and prerequisites, the teacher educator introduced a suite of practical methodologies for crafting a culture-based and supplemental mathematics curriculum (CBSMC). The comprehensive process—incorporating curriculum design, pedagogical implementation, iterative reflection, evaluation, and revision—was deliberated during CLIC meetings. These meetings placed major emphasis on the articulation of mathematical problems while embedding culturally relevant events into the curriculum. After the CBSMC implementation, an observable increase in student engagement and mathematical comprehension was reported, a success attributed to the input of local elders and the discussions within the CLIC. This model of curriculum development, as demonstrated in the study, could provide a practical framework for other experimental schools aiming to customize their curricula to meet specific educational objectives.