108課綱實施六年之教師觀察：國中不同領域教師的比較分析研究

Teacher Perspectives Six Years into the 108 Curriculum: A Comparative Analysis of Junior High School Teachers across Subject Fields

本研究旨在探討108課綱實施六年以來，國中不同領域教師在教學現場的觀察與實務經驗，聚焦於學生學習變化、教師備課調整與對素養導向教育的理解與回應。研究採質性研究方法，訪談五位任教15年以上、來自國文、資訊、視覺藝術、歷史與理化等不同領域學科的資深教師，並透過主題分析法整理訪談資料。研究結果指出：一、素養導向實施困難與學生學習動機的矛盾。二、課程時數與課綱銜接問題，以及教師社群分化。三、不同學科對課綱實施的回應與差異。四、素養導向評量與教育公平的結構性矛盾。本文呼籲在強調閱讀素養的同時，也應重視各學科專業本質，避免政策與教育現場之間的落差擴大。

This study explores the implementation of Taiwan’s 2019 Curriculum Guidelines (commonly known as the 108 Curriculum) over the past six years by investigating junior high school teachers’observations and teaching experiences across different subject areas. The research focuses on changes in students’learning behaviors, teachers’instructional adjustments, and their interpretations and responses to competency-based education. Adopting a qualitative research approach, in-depth interviews were conducted with five senior teachers—each with over 15 years of teaching experience—across the subjects of Chinese language, information technology, visual arts, history, and science. Thematic analysis was used to analyze the data. Four key findings emerged: (1) tensions between the difficulty of implementing competency-based teaching and students’lack of intrinsic motivation; (2) challenges related to instructional time allocation, curriculum articulation, and teacher community fragmentation; (3) varied responses and adaptations among different subject areas toward the curriculum; and (4) structural inequities between competency-based assessment and educational fairness. The study concludes by emphasizing the importance of safeguarding subject-specific professionalism while promoting reading literacy, in order to prevent widening gaps between policy intentions and classroom realities.