闕月清掌慶維Keh, Nyit ChinChang, Ching-Wei詹恩華Chan, En-Hua2023-12-082023-08-132023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/f4c8d848336dbf50abb9eaa06fb12552/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/121487十二年國教課程改革下，高中體育學科中心承擔著推動素養導向課程發展的重要責任，高中體育學科中心面對課程改革的變動，從過去的個別教案研發，到現今以探究式、重理解、強調朝向素養導向的課程發展方式，以課程地圖行事曆的課程發展，邁向符合素養導向高品質課程的目標。於此，本研究之目的旨在瞭解在108課綱的轉化脈絡下，高中體育學科中心課程地圖研發小組教師如何面對課程改革，進行課程理解、課程轉化，在其中活動系統中所生的矛盾與組織展化學習的經驗與歷程。本研究採用個案研究法，深入探究課程地圖研發小組教師課程地圖行事曆發展的歷程，資料蒐集以焦點團體訪談、深度訪談、觀察法，針對學科中心4位課程地圖研發小組成員與6位課程地圖研發小組教師，以文化歷史活動理論為架構進行分析。研究結果指出，教師們在發展的歷程中產生四級矛盾事件－矛盾一：課程地圖行事曆的理解與認同；矛盾二：課程地圖行事曆的修訂與推動；矛盾三：校本、體育文化與課程地圖行事曆的衝擊；矛盾四：學生學習表現的反思，而此矛盾也促使教師開展以下展化行動－展化行動一：學科本質的省思；展化行動二：增能研習與共備文化的建立；展化行動三：組織再造與任務型分工；展化行動四：修改「工具」以利推動，以及展化行動五：從教師信念轉化到課程實踐歷程。在此的展化學習歷程促使教師專業成長與學科知識系統的發展。建議未來應著重「工具」的規劃與開發，在發展時從體育學科的學習概念出發，並在體育倫理制度與文化下敏銳覺察會議對話的能動性線索，以及能探究課程地圖長期實踐下學生的學習表現，最後，透過師資培育的投入促進素養導向的課程發展。Under the 12-year national education curriculum reform, the general high school curriculum physical education subject center has assumed the important responsibility of promoting the development of competence-oriented curriculum. The curriculum development of the curriculum mapping calendar was used to move towards the goal of high-quality competency-based curriculum. The purpose of this study was to clarify how curriculum mapping group teachers in the center confront curriculum reform under the context of the transformation, curriculum understanding in the new curriculum, and extensive learning experience and process in the activity system. This study adopted the case study method to deeply explore the development process of the teachers in curriculum mapping development. Data collected from focus group interviews, in-depth interviews with 4 center members and 6 teachers, observations and documents were analyzed based on the activity theory in cultural and historical approach. The results indicated that there were four levels of contradictions in the process of development: 1. Understanding and recognition of the curriculum mapping calendar; 2. Curriculum mapping calendar revision and promotion; 3, The impact of school-based, sports culture and curriculum mapping calendar; 4. Reflection on students' learning performance. The contradiction also prompted teachers to carry out the following expanding actions: 1. Reflecting of the core of the discipline; 2. Professional enhancing teachers’ learning and establishment of a shared culture; 3. Organizational reengineering and task-based division of labor; 4. Modifying "Tools" to promote curriculum mapping; 5. Teacher’s beliefs were transformed into curriculum practice. The developmental learning process promoted the professional growth of teachers and the development of the knowledge system. It is suggested that the planning and development of “tools” should be emphasized in the future, starting from the learning concept of disciplines, and be aware of the dynamic clues in dialogue under the sports ethics system and culture, as well as able to explore the students’ learning performance under the long-term practice of the curriculum map, and promote the development of competency-based curriculum through teacher training.學科中心活動理論課程改革素養導向教師專業社群general high school curriculum subject centeractivity theorycurriculum reformcompetency-basedteacher professional learning communityetd