邊陲中的能動性：偏鄉高中在課程改革下的行動與結構制約—以11所偏鄉高中的諮輔觀察為基礎

Agency at the Periphery: Action and Structural Constraints in Rural Senior High Schools Under Curriculum Reform– Evidence From School-Based Consultations of 11 Rural Senior High Schools

偏鄉教育研究長期以師資不足、資源匱乏與學生低成就等缺陷敘事為主，易將偏鄉學校再現為被動承受不利條件的弱勢客體，而忽略其行動可能性與制度責任。本文立基於反缺陷思維（anti-deficit thinking），重新檢視偏鄉高中在課程改革脈絡中的實踐經驗，分析學校如何在結構性限制下展現教育能動性（agency）。研究資料來自教育部高中優質化輔助方案「偏鄉策略聯盟」於112至113學年度對11所偏鄉高中的入校諮詢輔導。透過對課程實踐、教師文化與跨校協作的分析，研究發現偏鄉高中展現三種相互支撐的行動模式：以地方為核心的課程創發、以關係為基礎的教師專業文化，以及透過數位連結拓展的跨校協作。然而，這些能動性並未自然轉化為可持續成果，而是受到一體適用的制度設計、師資招聘與留任困境，以及行政負荷與基礎條件不利等結構性因素的限制。本文主張，偏鄉學校面臨的困境不應被理解為能力不足的結果，而應重新定位為制度條件不平等的後果。政策回應的關鍵，不在於要求偏鄉學校以有限資源達成齊一標準，而在於透過差異化支持與中介型支持機制，承接並擴展既有的教育能動性。

Research on rural education has long been dominated by deficit-oriented narratives that emphasize teacher shortages, limited resources, and low student achievement, often portraying rural schools as passive recipients of disadvantage while obscuring questions of agency and structural responsibility. Drawing on an anti-deficit thinking perspective, this study reexamines how rural senior high schools navigate curriculum reform under conditions of structural constraint. The analysis is based on school-based consultation data collected through a national rural strategic alliance during the 2023-2024 and 2024-2025 academic years, involving 11 rural senior high schools across diverse geographic and institutional contexts. Focusing on curriculum practices, teacher culture, and cross-school collaboration, the study identifies three interrelated patterns of educational agency: place-based curriculum enactment, relationship-centered professional culture among teachers, and digitally mediated cross-school collaboration. While these forms of agency demonstrate rural schools’ capacity to act creatively and strategically, they do not automatically translate into sustainable outcomes. Instead, they are constrained by one-size-fits-all institutional designs, persistent challenges in teacher recruitment and retention, and the cumulative pressures of administrative workload and infrastructural limitations. This study argues that the challenges faced by rural senior high schools should not be understood as deficiencies in school capacity, but as consequences of structurally unequal conditions. Rather than requiring rural schools to meet uniform standards with limited resources, policy responses should prioritize differentiated support and intermediary support mechanisms that recognize, sustain, and scale existing forms of educational agency.