國際課程改革方向與跨域協作新趨勢

Moving Towards Collaborative Pathways in Curriculum Reform

經濟合作暨發展組織（Organisation for Economic Cooperation and Development,OECD）在2015年提出《2030年教育與技能的未來》（The Future of Education and Skills 2030）報告，引導世界各國朝以學生學習為中心的課程改革方向前進。本文從國際學生能力評量計畫（Programme for International Student Assessment, PISA）中，挑選北歐和亞洲表現優異的國家進行課程改革分析，結果發現這些國家面對VUCA世代，分別以數位學習、人工智慧，以及如跨域永續發展和2052年淨零排放等的環境議題為目標，並聚焦於生命教育、社會情緒學習、社會公平正義、學生自主學習和教師自主等面向。最終獲致以下結論：一、各國在推動課程改革時的主要挑戰之一是如何實現跨域教學；二、從單一學科轉向跨域教學，需強化協作和整合能力；三、培養跨域教學的協作領導者成為當務之急；四、應將現有學校教師社群轉型為跨域教學課程協作團隊。

The OECD’s 2015 report “The Future of Education and Skills 2030” has steered global curriculum reforms towards student-centered learning. This article analyzes recent curriculum reforms in high-performing Nordic and Asian countries in PISA, addressing challenges posed by the VUCA era. These challenges include digital learning, artificial intelligence, and environmental issues like cross-disciplinary sustainable development and achieving net-zero emissions by 2052. It also explores personal growth courses such as life education and social-emotional learning, as well as concerns for social equity, student autonomy, and teacher empowerment. An identified primary challenge in advancing curriculum reforms across countries is how teachers can effectively implement cross disciplinary teaching. Shifting from single-subject to cross-disciplinary teaching requires a focus on collaboration and integration. Cultivating collaborative leaders in cross-disciplinary education has become imperative. Transforming existing school teacher communities into teams for cross-disciplinary curriculum collaboration is also crucial.