從課程社會學觀點探討高中校長課程領導之研究

A Case Study of Leadership of a Senior High School Principal Implementing the 12-Year Basic Education Curriculum: A Curriculum Sociological Perspective

學校課程知識是社會互動下共同建構的產物，為社會文化背景、權力關係和政策制定所牽動。本文探討之個案學校為都會地區一所高中，該個案在落實《十二年國民基本教育課程綱要》之際，於校訂課程決定的權責鬆綁和下放之脈絡下，倡議學校自主發展本位課程。個案學校校長的領導不僅體現於校務行政上，並展現了課程領導者的積極作為，其與教師在互動和協同中持續地溝通和反思，於課程發展歷程裡，探討課程目標、教學策略及評量方式，提供所需的支持和資源，反映出校長的決心和承諾。校長作為學校內的權力核心，其行動和決策對課程的發展和實施有著重大影響，本研究獲致三項結論：一、課程發展面向是多維度立體的動態歷程；二、反身性的課程連帶關係；三、跨領域課程協作有助於知識去階層化。

Since the “Twelve-Year Basic Education Curriculum” was implemented, schools in Taiwan have been encouraged to develop their own school-based curriculum and the power of decision-making in this process has been delegated. A principal, as a core member of a school, has great power and thus his/her actions and decisions might influence the curriculum development and implementation significantly. This study aims to explore how the principal’s leadership affects the power relations and interactions among different stakeholders in the school in the process of curriculum decision-making and implementation, and then affects the formation of curriculum knowledge. The research findings are as follows: 1. Curriculum development is oriented toward a multi-dimensional dynamic process; 2. Curriculum development is reflexive and associated; 3. Cross-field curriculum collaboration has contributed to the de-stratification of knowledge.