從文化歷史活動理論視角探究個案縣市高中課綱變革實踐經驗與因應策略

Exploring Practices and Adaptive Strategies of High School Curriculum Reform in a Case-Study City Through the Lens of Cultural Historical Activity Theory

本研究旨在探討地方政府與學校實施課綱面臨的變革與其影響，以及學校採取的回應策略。為了捕捉學校實施108課綱而產生的變革動態複雜性，本研究以文化歷史活動理論為詮釋架構，以某縣市的六所普通高中為研究對象，深究學校變革準備的實踐經驗與困境，作為縣市學校推動變革之參考。資料蒐集以同一縣市的六所普通型高中為對象，進行訪談與文件分析。研究發現，學校實施課綱的活動系統，以教學與行政人力不足或持續增強工作負荷感為主要效應。為了提振教育競爭力，地方政府應用外部競爭型計畫與在地就學政策促進學校整體發展，提升在地就學率，奠定推動課綱變革的基礎條件和優勢，同時經由經費與資源挹注，強化學校變革的組織動能，讓學校在課綱實施之初，有餘裕面對人力和資源未能即時到位的組織運作問題。即便如此，適足人力的再評估仍是課綱落實和課程永續發展的必要條件。最後，本研究針對學校與地方教育局處提供因應課綱變革的建議。

The study aims to explore the challenges and impacts faced by local governments and schools when implementing curriculum reforms, as well as the response strategies adopted by schools. To capture the dynamic complexities introduced by the implementation of the Curriculum Guidelines, this study employs Cultural Historical Activity Theory as its interpretative framework. It focuses on six regular high schools in the case-study city to probe their practical experiences and dilemmas in preparing for these changes, serving as a reference for other regional schools undergoing transformation. Data was gathered through interviews and document analysis from these six high schools in the same city. The findings reveal that key factors of schools implementing the curriculum were both a shortage of manpower and an increased sense of workload. To strengthen local educational competitiveness, the city government has utilized competitive action plans and enhanced local enrollment policies to promote overall school development, boost local enrollment rates, and lay the foundation for the upcoming curriculum reform. They have also infused schools with funds and resources to enhance organizational momentum for change, ensuring schools have some leeway to address organizational operation issues related to manpower and resource allocation during the initial stages of school curriculum implementation. Even so, re-evaluation of adequate manpower remains essential for the sustainable development of national curriculum guidelines. The study concludes by offering recommendations for schools and local education bureaus in response to national curriculum changes.