課程改革中的教師協作與創新：以文言文教學中的學科教學知識（SDK）建構為例

Teacher Collaboration and Innovation in Curriculum Reform: A Case Study of Subject Didactic Knowledge Construction in Classical Chinese Teaching

在全球化和科技快速發展的背景下，教育系統逐漸轉向強調教師專業自主性與創新能力的自下而上模式。以臺灣十二年國民基本教育改革中的國語文課程為例，特別是文言文教學，面臨如何將古典文本與學生現代生活經驗有效結合的挑戰。當代學生對於古典語言與文化背景的疏離感，往往導致理解困難，這些挑戰要求教師不僅要具備深厚的學科知識，還需透過協作來發展創新且符合學生需求的課程設計與教學策略。本研究探討教師如何藉由協作深化對學生學習脈絡的理解，並促進學科教學知識（Subject Didactic Knowledge, SDK）的建構與應用。透過對臺灣某國中三位國文科教師社群的個案研究，揭示教師如何在協作中運用SDK進行創新，設計出突破傳統框架的文言文課程，並反映當代課程改革的需求。本研究期望為教師專業發展與教學創新提供新的理論與實踐視角。

In the context of globalization and rapid technological development, educational systems are increasingly shifting from top-down models to approaches that emphasize teachers’ professional autonomy and capacity for innovation. This article presents insights from a case study of Taiwan’s 12-Year Basic Education Curriculum reform. The present study explored the challenge of integrating classical Chinese texts with students’ modern life experiences. Contemporary students often struggle to understand classical Chinese because of its linguistic and cultural distance from their lived environments. These challenges indicate that teachers must not only possess strong subject knowledge but also engage in collaboration to develop innovative and student-centered curriculum designs and pedagogical strategies. This article clarifies how collaboration among teachers deepens their understanding of students’ diverse learning contexts and facilitates the construction and application of subject didactic knowledge. Through a case study of three Mandarin teachers within a teacher community at a Taiwanese junior high school, we demonstrate how subject didactic knowledge is applied in collaborative practices to innovate and design classical Chinese curricula that transcend traditional frameworks, underscoring the need for contemporary curriculum reform. This study offers new theoretical and practical perspectives on teachers’ professional development and instructional innovation.