偏鄉教育的永續發展與創新：取徑地方知識的校本課程

Sustainable Development and Innovation in Rural Education: School-Based Curriculum Rooted in Local Knowledge

如何提供偏鄉地區優質且公平的教育，是今日各國教育的重要議題，臺灣亦是如此。在近年來偏鄉教育政策之推動下，已累積許多具有洞見性的豐富成果。然而，偏鄉教育的落實，不能只停留在「補足印象中的落差」、「主流觀點介入」或「外部短期支持」而已，需透過持續發展「以地方知識為核心」的偏鄉學校校本課程，引導在地學生與地方知識相遇，在互動過程中共構地方知識的生成流變，方有實現永續發展與創新的可能。基於上述，本研究探討「取徑地方知識發展校本課程」的重要概念，闡述課程實務運作上的慎思原則，同時也提供實例描繪「互動生成地方知識」的課程發展與設計框架及參考建議。

Providing quality and equitable education in rural areas is a significant issue in education globally today. In Taiwan, recent rural education policy initiatives have led to a substantial accumulation of insightful research findings. However, the effective implementation of rural education cannot merely stop at “compensating for perceived gaps,” “intervention by mainstream perspectives,” or “external short-term support.” Instead, it hinges on the continuous development of a rural school-based curriculum that is centered on local knowledge. This approach guides local students to encounter local knowledge, co-construct the generation and evolution of local knowledge through interaction, and consequently realize the potential for sustainable development and innovation. Based on the above, this study explores the important concepts of “developing school-based curriculum rooted in local knowledge,” elucidates the deliberate principles for practical curriculum operation, and also provides practical examples of framework and reference suggestions to depict the form and design of the curriculum development process involved in “interactive generation of local knowledge.”