從彈性節數到彈性課程：國中小課程的變與不變

From Alternative Learning Periods to Alternative Curriculum: Changes and Remains of Elementary and Secondary School Curriculum

十二年國教課綱為保留學校自主發展課程的空間，而維持九年一貫課程所規劃的彈性節數，但為了引導學校設計課程，而更名為彈性學習課程。本文關注：相較於九年一貫彈性節數的課程，現今國中小的校訂課程有哪些變與不變的狀況？影響其變與不變的因素為何？研究者基於近幾年參與國中小課程發展工作的經驗，參考相關文獻，就前述問題進行探討。本文指出，目前國中小校訂課程的規劃與過去相同的三個現象是：彈性課程無彈性、學科思維難動搖、學校特色為標榜。而在課程實施上，一直存在的根本問題包含：價值面向上，教師不認同跨領域探究學習的價值；文化面向上，學校成員未建立課程的公共性；專業面向上，教師的課程發展知能不足。這些根本問題的解決是一項點滴漸進的工程，有賴所有教育人員接力完成。

The 12-year Basic Education Curriculum Guideline maintains the alternative learning periods, which is the space the Nine-year Curriculum Guideline creates for school based curriculum development. In order to guide schools design curriculum, the new Guideline change the alternative learning periods as alternative curriculum. This article focuses on the following questions: Compared with the alternative learning periods, what changes are there in the school-developed curriculum of elementary and middle schools nowadays? What are the factors that affect its changes and remains? Based on the experience of participating in school curriculum development in recent years and the relevant literature, the researcher tries to discuss the above questions. This article points out that the current curricula planning in primary and secondary schools has the same three phenomena as in the past: the alternative curriculum is inflexible; the subject-based thinking is difficult to shake; and the distinguishing feature is school’s greatest concern. In terms of curriculum implementation, the fundamental problems that have always existed include: in the value-dimension, teachers do not agree with the value of interdisciplinary inquiry learning; in the cultural dimension, school members have not established the publicity of the curriculum; in professionalism-dimension, teachers’ knowledge for curriculum development is insufficient. The solution to these fundamental problems is a piece-meal engineering that depends on the relay of all educators.