善用課程地圖規劃學校的校訂課程

Design of School-developed Curriculum Through the Lens of a Curriculum Map

本文首先分析課程地圖的概念、類型及編製步驟；其次，探討課程地圖在落實新課綱理念的應用策略，以及跨領域課程的應用途徑與實例；最後，介紹一所學校課程發展歷程及其所產出的校訂課程方案架構圖，並運用課程地圖這項工具闡釋學校的校訂跨領域課程地圖的實際應用，說明其中的雙閱讀素養課程創新方案。綜合相關討論的結果分析，本文提出的結論包括課程地圖與新課綱具有共通的理論基礎，善用這項概念架設適切的架構，有助於發展校訂課程地圖；透過課程地圖建構學習社群，能納入不同成員意見，有助於產生具合理性的可行課程方案；校訂課程規劃可採工作小組方式進行，以某一關鍵基礎能力作為貫串的核心，運用課程地圖持續進行檢視、分析及檢討，有助於落實新課綱的理念，以完善跨年級和跨領域課程的設計工作。

The paper analyzes the concept of curriculum map and explore its potential application in implementing interdisciplinary courses in the school-developed curriculum. Additionally, it elucidates the concept, types, and steps of curriculum maps and investigates their application in realizing the principles of the new curriculum. It introduces the curriculum development process and the interdisciplinary project of a school case, emphasizing the model of bi-literacy teaching. The school-developed curriculum is analyzed and examined through the lens of curriculum map. The findings suggest that curriculum map shares a common theoretical foundation with the new curriculum guidelines and utilizing this concept as an appropriate framework in developing school-based curriculum. Constructing learning communities through curriculum mapping allows for the inclusion of different members’ opinions, facilitating the generation of rational and feasible curriculum plans. The interdisciplinary curriculum at the school level can be carried out through working groups, with a specific key competency serving as the core, utilizing curriculum mapping for continuous review, analysis, and reflection, which contributes to enacting the new curriculum guidelines and refining the design of cross-grade and interdisciplinary project.