高中校訂必修課程跨域共備歷程：學習型實踐社群的開展

A Study on the Co-planning Journey of Required Courses in Senior High Schools: The Development of Learning Communities of Practice

本文旨在探究四所高中（文華高中、溪湖高中、中興高中、嘉義女中）的校訂必修發展歷程，且著重於跨領域素養導向課程的課程發展與共備，據以分析其作為學習型實踐社群的發展樣貌。本研究採半結構訪談法訪談課程開發教師或較為關鍵的主責主任，結果發現各校發展雖有不同方式的共備，但皆有具開放態度且高專業度的學習領導者引領社群的發展，以學習型實踐社群強調共學與課程共備、以教學實踐的反思不斷精進教學的方式提升專業資本。專業資本的累積乃是跨領域、新主題課程得以發展且不斷精進的原因，良好的支持系統與社群更是關鍵。社群愈專業且關係良好，則課程的精進程度愈高。

This article means to explore the journey of the co-planning of required courses in four senior high schools (Wen-Hua Senior High School, Sihu Senior High School, Chung- Hsing Senior High School, and Chia-Yi Girls’ Senior High School). This research was conducted by semi-structured interview and participants include the teachers designing the courses and most relevant directors involved. The required courses are cross-disciplinary and competence-based instruction and curriculum. The four courses were developed by learning practice communities. The research findings include: although four schools had different models of co-planning, the common elements were an open-minded and professional learning leaders who led the professional communities of practice which emphasize learning and preparing courses together and reflect on the teaching actions so as to enhance the quality of teaching, accumulation of professional capital, good and strong support system to resolve administration issues and other difficulties. etc.