一所普通型高中課綱轉化與展化學習之研究－從文化歷史活動理論取徑

Abstract

本研究目的旨在瞭解普通型高中面對課程改革的發展背景脈絡與108課綱轉化的組織策略，在108課綱轉化脈絡下，探究學校活動系統之生成及其動態變化關係，並分析學校活動系統所生的矛盾及其組織展化學習的關聯。

研究方法採個案研究法，資料蒐集以訪談11位研究參與者為主、文件分析法為輔，在個案學校的發展背景脈絡下，以文化歷史活動理論為架構進行分析，深度描繪學校因應新課綱轉化而生的學校活動系統，包括其交互作用與動態變化，以及學校組織展化學習之模式。

研究結果發現：一、課綱轉化為具體且完整的學校活動系統，行動主體是教師與行政團隊，以108課綱總綱、領綱及政策文件為組織工具，組成核心小組及校級社群展開集體行動、參與分工，發展出活動系統內的互動法則、規約及模式，並藉由與教育組織及利害關係人等社群之共同參與，朝向以學生適性學習為本的目標客體。二、個案學校以不同階段與規模的活動系統，發揮主體與社群之特質與能動性，引發明顯的擾動與矛盾，藉由工具、分工與規則的中介及互動，進行組織展化學習。

進一步提出研究建議如下：一、面對課程改革，學校組織可透過學校活動系統之擾動與矛盾轉化歷程，達成組織展化學習目標。二、學校組織發揮教師專業社群之集體行動，實踐中間領導之角色與動能。三、學校組織擔任國家型計畫，加速學校課程發展進度並促進區域校際互助與協作。The purposes framing this case study are to explore the transformation of the Curriculum Guidelines of 12-Year Basic Education in the senior high schools and their organizational strategies. Further, alongside the current curriculum reform, it aims to clarify the active systems and its changing paradoxes through the conceptualization of the expansive learning in school organizations.

To sketch the active systems, interactions and the models of the expansive learning which caused by the school’s response to the curriculum reform, this case study interviews 11 research participants and analyzes the relevant policy documents as the primary and secondary research methods respectively with the Cultural-Historical Activity Theory.

The findings of this study include: (1) Transformation of the curriculum can be generally seen as an entirely specific system of activity. Under this system, the subjectivity of the agents, which were teachers and administrative staffs, formulated the center teams and school-level communities as the collective actions and division of labour to develop the interactive principles, norms and models towards the objectivities, which were learner-centred pedagogy. (2) With the speciality and agency of organization, the selected school ignited the significant disturbance and paradoxes to develop the expansive learning through intermediary interactions of the tools, division of labour and norms.

The recommendations of this study are: (1) Under the circumstance of the curriculum reform, the transformative processes of the disturbance and paradoxes, resulting from the active system, enable the school organizations to achieve the expansive learning. (2) The school organizations should adopt the teacher’s professional community as the collective actions to foster the roles and agency in the middle leadership. (3) With the participation in the schemes at the national level, the progress of the curriculum can be accelerated in the school and subsequently, it prompts the cooperation and collaboration amongst the schools regionally.