從共備到共創——國中「數位閱讀與表達」校訂課程社群的知識螺旋與邊界物件

From Co-planning to Co-creation: The Knowledge Spiral and Boundary Objects in a Junior High School-based Curriculum Community-A Case Study of the Digital Reading and Expression Course

本研究旨在探討國中校訂課程教師社群，如何運用知識螺旋（SECI）與邊界物件理論，解決跨領域課程知識破碎之挑戰。研究以一所國中「數位閱讀與表達」校訂課程為個案，採質性研究法，透過參與式觀察、訪談與文件分析進行深究。研究發現：一、課程發展歷程從初期的教材移植轉向在地創生，社群透過動態修正機制回應學生需求。二、雲端資料庫作為關鍵的邊界物件，發揮了校準與委託功能，協助異質背景教師將隱性教學策略物質化，成為社群共享資產，驅動知識的外顯化與結合化。三、社群最終凝聚出學習者中心之教學信念，並產生外溢效應，將創新教學法反哺遷移至部定課程。結論指出，透過邊界物件的中介，社群得以從單純的共備邁向深度共創，建立系統性的課程知識體系，實現教師專業與學校課程的同步成長。

This study aims to explore how a junior high school teacher community for school-based curriculum utilizes the“Knowledge Spiral (SECI)”and“Boundary Object”theories to address the challenges of fragmented knowledge in cross-disciplinary curriculum. Adopting a qualitative case study approach, the research focuses on a“Digital Reading and Expression”course, employing participant observation, interviews, and document analysis. The findings reveal that: (1) The curriculum development process evolved from initial“transplantation”to“localized enactment,”with the community employing dynamic revision mechanisms to meet student needs. (2) The cloud repository served as a crucial“boundary object,”functioning to“align”diverse perspectives and“delegate”pedagogical standards. This mechanism facilitated teachers from heterogeneous backgrounds in materializing tacit teaching strategies into shared community assets, thereby driving the externalization and combination of knowledge. (3) The community solidified a“learner-centered”pedagogical belief, generating a spillover effect where innovative strategies were transferred to ministry-mandated courses. The study concludes that through the mediation of boundary objects, the community transformed from mere co-planning to deep co-creation, establishing a systemic curriculum knowledge base that fosters the synchronous growth of teacher professionalism and the school curriculum.