從行動者網絡理論探析偏鄉學校108課綱校本實踐與轉譯

An Analysis of the Practice and Translation of the Curriculum Guidelines of 12-Year Basic Education in Rural Schools from the Perspective of Actor Network Theory

108課綱實施至今已滿2年，在教育現場中，有了許多成果，也出現了待解決的問題，這些問題的發生，許多是因現場教師對於課綱轉化過程中所產生的不確定性而造成。尤其是學校本位課程發展中校訂課程開發的困難度。對於一般學校而言，教師的人力支援與經費預算還算充足，但對偏鄉學校而言，卻是困難重重。這些困難，包含人力與經費，雖然在經費上有比過去多一些，但也是杯水車薪，而最重要的人力的不足，則讓學校窒礙難行。從行動者網絡理論（Actor–network theory, ANT）的觀點，研究者試著提供了想法，建構了兩個不同層級的行動者網絡架構作為參考，以利偏鄉學校在108課綱下發展學校本位課程，也期待能解決目前偏鄉所面臨的問題。

It has been two years since the Curriculum Guidelines of 12-Year Basic Education was implemented. Many problems have also appeared in the schools. Many of these problems are caused by the uncertainty of the on-site teachers in the process of converting the syllabus. Especially in school-based curriculum development, the difficulty of School-developed Curriculum. For ordinary schools, the teachers’ human resources support and budget are adequate, but for rural schools, it is full of difficulties. These difficulties include manpower and funding. Although the funding is a bit more than in the past, it is still a drop in the bucket. The most important thing is the lack of manpower, which makes it difficult for the school to do it. From the perspective of Actor Network Theory (ANT), the researchers tried to provide an idea and constructed two different levels of actor network architecture as a reference to facilitate rural schools to develop school-based curriculum under the new syllabus. We look forward to solving the current problems facing rural areas.