尋找新的可能～談國民中小學彈性學習課程的多元面貌

The Study of Development and Implementation of the Flexible Learning Curriculum for the 12-year Basic Education

為了落實適性揚才的理念，《十二年國民基本教育課程綱要總綱》訂有「彈性學習課程」，由學校自主規劃，以形塑學校教育願景及強化學生適性發展，並具體提出彈性學習課程的實施類型，解決現今彈性學習節數常因課程定位與目標不明確而實施成效不佳的問題。值此十二年國教即將正式實施之際，針對這些不同類型的彈性學習課程在教學現場如何開展？實施方式為何？對學生學習有何影響？本研究以國民中小學彈性學習課程為主題，運用個案研究方式，以國家教育研究院「十二年國民基本教育課程綱要之課程轉化探究」研究計畫下一所國民中小學類型的研究合作學校為研究對象，透過深度訪談，探討教師及行政人員對彈性學習課程的規劃觀點及實施歷程，重新思考彈性學習課程還有哪些創新或深化的可能性，也希望本研究發現能提供其他學校未來規劃與實施彈性學習課程的參考。研究結果包括：一、影響彈性學習課程規劃的因素，包括課程的準備度與成熟度、與領域學習的關聯性與延伸性、教師專業與興趣、彈性學習課程實施的配套措施、學校課程發展方向、導師運用空間，以及行政與教學如何合作，共同達成學校課程與十二年國民基本教育課程綱要的對話與連結等；二、彈性學習課程不論係以何種類型實施，均常採分組合作學習形式，並運用自主學習、師徒制、楷模學習等方式，讓學習速度較慢的孩子亦能完成任務；三、彈性學習課程強調學習歷程的設計與安排，並引導孩子思考具有意義感或公共討論性的主題，進而展現並延續其行動力；四、家長及社區資源的引進與運用乃是重要助力，可讓家長、教師、學校能共同協助孩子的學習。

The 12-year Basic Education is the major and latest reform in Taiwan education policy, and the Directions Governing for the 12-year Basic Education Curricula was announced in 2014. According to the Directions Governing, the flexible learning curriculum provides space for the development of school based curriculum and adaptive learning of students. With this premise, the researcher adopts case study to investigate the planning and implementation of the flexible learning curriculum in pilot school of the 12-year Basic Education, and collects study materials by deep interview with teachers. The result shows that the teachers and administration staffs have different consideration of the flexible learning curriculum development. Second, cooperative learning is usually adopted in the teaching of flexible learning curriculum to cultivate teamwork ability. Third, it is helpful for students’ discovery learning if the teacher tries to use guiding questions in teaching. Finally, internal and external resources of schools should be used to the full to support student learning.