變革敘事探究：在地轉化NPDL素養教育之政策學習

Narrative Inquiry for Change: Localizing NPDL Competence-based Education Through Policy Learning 2.0 Policymaking

本文以接軌全球素養教育與跨界協作的NPDL（New Pedagogies for Deep Learning）著眼，就政策學習的對話機制，深描臺灣28所參與NPDL全球網絡學校組織跨校群的協作與從事課程創新與共同領導之歷程與意義。政策學習行動包括跨校聯盟身分的確立，以校群為單位和校內社群的協作模式發展，經由NPDL全球框架與108課綱理念的對話與反思，進行深層的學校課綱轉化。政策學習的對話機制預設了變革本身即為文化行動。透過引發對話的溝通工具與意義建構，進行身分認同、協作、反思與轉化的多層面學習和組織變革。

This article focuses on NPDL (New Pedagogies for Deep Learning), which integrates global competence-based education and cross-border collaboration. Based on dialogue mechanism for policy learning, the article thickly describes the experiences of 28 Taiwanese schools participating in the NPDL global network, organizing cross-school cluster collaboration, and engaging in curriculum innovation and co-leadership. Policy learning actions discussed in this paper include the establishment of cross-school cluster identity, the development of collaborative models with school cluster as units and within the school community, and through the dialogue and reflection of the NPDL global framework and ideas of New Curriculum Guidelines. These actions help to transform school-based curriculum aligned with curriculum reform policies. The dialogue mechanism of policy learning presupposes that change is itself a cultural action. Multi-level learning and organizational change of identity, collaboration, reflection, and transformation through communication tools that spark dialogue and meaning-making.