探討臺灣六都小校108課綱校訂課程之議題融入現況

《十二年國民基本教育課程綱要》（以下簡稱為108課綱）以「核心素養」為主軸，除了倡導核心素養導向教學外，讓題融人課程亦是關注焦點，呼應當今教育改革的發展趨勢。為使議題教育有系統地融入學校課程，促使學校需調整課程和教學活動進而設計校訂課程。本研究探討六都小校在108課綱實施後，議題融入校訂課程的現況及及挑戰。
本研究方法採用內容分析法，以國民小學校訂課程之課程計畫進行內容分析，以臺灣六都（臺北市、新北市、桃園市、臺中市、臺南市及高雄市）學校規模12班以下之小校，採隨機取樣選取研究對象，調查學校之校訂課程之課程計畫議題融入的情形。
研究結果發現，六都小校校訂課程平均每校每學年只融入議題教育約7次，僅估41周次的六分之一，約有10幾個議題未被探討。此外，不同縣市校訂課程計畫格式也影響議題教育課程規劃，單憑計畫無法了解學校實際融入情形。即使是最頻繁融入的議題，其實質內涵在校訂課程中也難以均衡規劃，許多內涵未被涉及。筆者認為議題教育融人校訂課程仍有待加強，如校訂課課程計畫格式、教材開發等問題，與過去九年一貫課程推動時遇到的類似困境。建議中央可協助規劃議題教育課程、教材，或開立相關課程並規定節數，以促進議題教育的推動。

The 12-Year Basic Education Curriculum Guidelines (108 Curriculum Guidelines) take“core competencies”as the main focus. In addition to advocating for core competency-oriented teaching, the integration of issues into the curriculum is also a point of attention, echoing the development trend of current educational reforms. In order to systematically integrate issue education into school-based curriculum and prompt schools to adjust their curricula and teaching activities, this has led to the design of school-based curriculum . This research explores the current situation and challenges faced by small schools in Taiwan’s six municipalities in integrating issues into their school-based curriculum after the implementation of the 12-year Basic Education Curriculum Guidelines.
This research adopted a content analysis method, using the curriculum plans of school-based curriculum in the elementary schools for content analysis. The research subjects were randomly sampled from small schools with 12 classes or fewer in the six municipalities of Taiwan (Taipei City, New Taipei City, Taoyuan City, Taichung City, Tainan City, and Kaohsiung City). The integration of issues in the curriculum plans of the schools’school-based curriculum was investigated.
The research results found that, on average, small schools across the six special municipalities integrated issue education about 7 times per school per academic year, accounting for only one-sixth of the 41 weeks, leaving around 10 or so issues unexplored. Furthermore, the different formats of school-based curriculum plans across the six special municipalities also affected the planning of issue education curricula. The plans alone could not reveal the actual integration situation in schools. Even for the most frequently integrated issues, it was difficult to achieve balanced planning of their substantive content in the school-based curriculum, with many aspects left unaddressed. The author believes that the integration of issue education into school-based curriculum still needs to be strengthened, such as issues with school-based curriculum plan formats, teaching material development, etc., which are similar to the challenges faced during the promotion of the past 9-Year Continuous Curriculum. It is suggested that the central government can assist in planning issue education curricula and teaching materials, or offer relevant courses with designated class hours to promote the implementation of issue education.