從課程社會學觀點探討個案高中校長推動108課綱之課程領導

Abstract

研究個案之場域為都會地區一所高中，研究目的旨在陳顯《十二年國民基本教育課程綱要》推動之際，校訂課程決定的權責鬆綁和下放，並倡議學校自主發展本位課程。在此特定情境脈絡下，校長的領導不僅體現於校務行政上，更要展現課程領導者的積極作為和策略，與教師的互動和協同中持續的溝通和反思，課程開發時探討課程目標、教學策略及評量方式，提供所需的支持和資源，領導的歷程反映出校長的決心和承諾，確保課程知識能夠貼近學生需求和社會期待。本研究將透過微觀的政治取向，以課程社會學為觀點，探討權力運作和課程知識形成，其交互影響之實徵研究；資料蒐集上，邀請一位校長、四位主任及四位老師參與研究，經由深度訪談及焦點團體訪談法來進行，同時也收集相關的課程發展文件資料，包括課程發展委員會、教學研究會的會議記錄、總體課程評鑑資料、執行計畫相關課程發展成果報告書等。資料分析採用微觀的政治取向,並以課程社會學為分析架構；此外，另一研究同儕者也被邀請來參與資料分析，做為對本研究的檢核。

權力運作是聚焦在課程決策和執行過程中，不同利害關係人之間的權力關係和互動，而校長作為學校內的權力核心，其行動和決策對課程的發展和實施有著重大影響，藉由校長課程領導實踐的途徑與要素，具體而言，本研究結論：一、課程發展面向是多維度立體的動態歷程；二、反身性的課程連帶關係；三、課程領導的角色多重交織現象；四、跨領域課程協作有助於知識去階層化；五、知識的位移已超越誰的課程知識；六、對話理解共創集體責任感。

研究建議有三點：其中含括一、課程評鑑做為校本課程發展的品質保證；二、虛擬混成知識開啟校訂課程風貌的多樣異質性；三、追求課程公共性與社會平等為校本課程發展最終極的關懷。希冀，藉由校長在課程領導與利害關人間的慎思籌謀及協同合作之歷程，來剖析當前教育現場改革所面臨的問題和挑戰，於課程領導的角色將會面臨轉型與挑戰，以激發教師課程發展專業知能上研究量能之提昇，並在教材、教法及評量策略上之精進，主動且從容回應更大社會脈絡下的課程改革政策。

Since the "Twelve-Year Basic Education Curriculum" was implemented, schools in Taiwan have been encouraged to develop their own school-based curriculum and the power of decision-making in this process has been delegated. A principal, as a core member of a school, has great power and thus his/her actions and decisions might influence the curriculum development and implementation significantly. This study aims to explore how the principal's leadership affects the power relations and interactions among different stakeholders in the school in the process of curriculum decision-making and implementation, and then affects the formation of curriculum knowledge.This study was designed as a case study. The research site was a senior high school in the northern part of Taiwan. One principal, four directors, and four teachers were invited to participate in the research. Data collection was conducted through in-depth interviews and focus group interviews. At the same time, relevant documents and materials were also collected, including the meeting minutes of the teaching and research communities, curriculum evaluation documents, and the project reports,etc. Data analysis adopts a micro-political approach and uses curriculum sociology as the analytical framework. In addition, another researcher was also invited to take part in the data analysis as a check on the research.The research findings are as follows: 1. Curriculum development is oriented toward a multi-dimensional dynamic process; 2. Curriculum development is reflexive and associated; 3. The roles of a curriculum leader is multiple and intertwined; 4. Cross-field curriculum collaboration has contributed to the de-stratification of knowledge; 5. The displacement of knowledge has surpassed the knowledge of any single field; 6. Dialogue and mutual understanding can help create a sense of collective responsibility.At the end of the study, some implications are made. It is hoped that through the prudent curriculum leadership of the principal and his/her collaboration with the stakeholders, the improvement of the teachers' curriculum development knowledge, teaching materials, teaching methods, and assessment strategies can be stimulated. In the way, the school has a better chance to take the initiative to respond well to the curriculum reform in today’s society.