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本研究之目的在于深入了解台湾的初中在发展校本课程的历程中,以教师为主体的课程转化情形,以及所遭遇的困境。研究发现,校本课程开发可以带动学校整体发展;自下而上的课程转化可以带动科际整合、教师协作与专业成长;自下而上的课程转化仰赖学校环境的支持。另外,以教师为主体的课程转化面临了教师专业知能不足,学校例行事务繁重,以及人亡政息的疑虑等困境。本研究建议学校的课程转化可借鉴案例学校的经验,教育管理者亦应针对学校例行事务过于繁重的现况提出具体的解决之策。
The purpose of this study is to gain a deeper understanding of the transformation of teacher-centered curriculum in the development of school-based curriculums in Taiwan’s junior secondary schools and their difficulties encountered. The study found that the development of school-based curriculum can promote the overall development of the school. The bottom-up curriculum transformation can lead to inter-disciplinary integration, teacher collaboration and professional growth. The bottom-up curriculum transformation relies on the support of the school environment. In addition, the teacher-centered curriculum transformation faces the predicament of lack of professional knowledge of teachers, heavy routine of school affairs, and doubts about the political death. This study suggests that the curriculum transformation in schools should draw on the experience of case schools and that education managers should also put forward specific solutions to the current situation of over-routine school affairs.