「108課綱」即「十二年國民基本教育課程綱要」，於2019年開始正式實施各教育階段的革新課程。其中「學習歷程檔案」乃為考招變革之一，其目的為記錄高中生在校三年期間的學習歷程資料，用於升學時大學端的參採指標。本研究旨運用古典社會學理論三大家Durkheim、Marx、Weber對社會問題所提出的「異化」觀點，探討學習歷程檔案的推動過程中，高中教師的勞動經驗。本研究首先整理國內學習歷程檔案政策的爭議問題和學術研究現況，聚焦出教師落實學習歷程檔案的角色和處境，再運用質性研究的深度訪談法，訪談一所北部技術型高中的六位師長，透過研究者與訪談者間互為主體的對話和互動，並參照社會學理論框架，發現該校教師在訪談中顯露出關於「異化」的重要主題，包括：勞動工具化與教師角色的邊緣化、工作的孤立性與協作困境、高中與大學端隔閡導致教師的失序感、勞動異化中的無力與無意義感。研究結果呈現學校教師勞動過程中有苦難言的現況。最後，本研究提出結論，並針對實務與學術提供相關建議。

The "108 Curriculum Guidelines," formally known as the "Curriculum Guidelines of 12-Year Basic Education," were officially implemented in 2019 as a reform across all educational stages in Taiwan. One of the major components of this reform is the "Student Learning Portfolio," introduced as part of the admissions system transformation. Its primary purpose is to document high school students’ academic and extracurricular learning experiences over three years, serving as a reference for university admissions.

This study applies the concept of "alienation" proposed by the three classical sociologists—Émile Durkheim, Karl Marx, and Max Weber—to examine the labor experiences of high school teachers in the implementation of the Student Learning Portfolio. First, the study reviews the major controversies and academic discussions surrounding the policy in Taiwan, focusing on the roles and challenges faced by teachers in executing the portfolio system. Using a qualitative research approach, in-depth interviews were conducted with six faculty members from a technical high school in northern Taiwan. Through dialogic interactions between the researcher and interviewees, framed within sociological theoretical perspectives, the study identifies key themes of alienation experienced by teachers, including the instrumentalization of labor and the marginalization of the teaching role, work isolation and difficulties in collaboration, the disjunction between high school and university expectations leading to a sense of disorder, and the feelings of powerlessness and meaninglessness embedded in labor alienation.

The findings reveal the unspoken struggles and challenges faced by high school teachers in their professional roles. Finally, the study provides conclusions and offers practical and academic recommendations.