以評鑑促成校本課程發展的系統化：校訂課程的評鑑案例

Promoting the Systematization of School-based Curriculum Development by Evaluation: A Case of School-based Curriculum Evaluation

九年一貫時期之課程評鑑多以行政導向的執行模式進行，對於課程發展歷程的反思、學生學習成效脈絡的了解、教師專業發展的激發等攸關教學品質優化的內涵，較無實質的幫助。新課綱實施之後，課程評鑑成為維持校訂課程發展品質的關鍵。怎樣的課程評鑑可以和課程發展歷程充分結合，並進一步促成課程發展的系統化，是當前非常重要的課題。本文以基隆市東信國小於107∼109學年度進行三到六年級之「科技小創客校訂課程評鑑」之規劃及執行歷程為例，探討學校本位校訂課程評鑑與課程發展的關係，以及課程評鑑促成校訂課程發展系統化的模式。最後提出下列反思與建議：一、課程評鑑需進入學校的課程發展脈絡進行規劃。二、要規劃營造教師互動、對話氛圍的課程評鑑機制。三、要以學生學習作為課程評鑑過程中觀看的重點。四、融合課程評鑑的課程發展應是一個不間斷的改善循環。

Curriculum evaluation in Grade 1-9 Curriculum period is mostly carried out in an administrative-oriented implementation mode. It doesn’t have substantial help on improving the curriculum development and teaching qualities, such as reflecting on the curriculum development, understanding of the context of student learning effectiveness, and stimulating of teacher professional development. After the promotion of the school-based curriculum in 12-Year Basic Education, curriculum evaluation has become an important key to maintaining the quality of the school-based curriculum development. What kind of curriculum evaluation can fully integrate with the curriculum development process and further promote the systematization of curriculum development is a very important topic at present. This article takes the planning and implementation process of the “Science and Technology Small Maker Curriculum Evaluation” from the 107-109 school year, as an example, to explore the relationship between the school-based curriculum evaluation planning model and curriculum development. And the discoveries and reflections in the course of implementation are used as references and suggestions for the school’s curriculum evaluation planning and implementation. The following are the reflections and suggestions: 1. Curriculum evaluation can fully integrate with the curriculum development process and further promote the systematization of curriculum development. 2. Make the authenticity planning in the school context in the systematization. 3. Plan a curriculum evaluation mechanism that creates an atmosphere of teacher interaction and dialogue in the systematization. 4. We must focus on student learning in the curriculum evaluation and viewing in the systematization. 5. Make an uninterrupted improvement cycle in the systematization. 6. Curriculum evaluation and the curriculum development process can promote teacher professional development.