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After Grade 1-9 Curriculum been practiced for some years, a variety of curriculum reform programs have continuous been raised, especial in curriculum reform of twelve-year basic education. However, most curriculum workers treated the reform from a perspective of administration management. They focused on the technical aspects of curriculum reform, and believed that a bright future of curriculum is coming afterwards. Therefore, they usually ignore the political, social and cultural implication of curriculum reform. To avoid repeating the past limit, this study viewed school knowledge as a concept system, and explored \"the changing and unchanging problems\" existing in the period of the post Grade 1-9 Curriculum from the perspective of cultural history. This study is divided into five parts: 1. Analyzing the significance of curriculum reform from the perspective cultural history. 2. Exploring the trend of the school curriculum development in the period of the post Grade 1-9 Curriculum. 3. Examining the changing

The paper analyzed how professional learning communities prompted school curriculum development in the context of the Twelve-Year Basic Education Curriculum Guidelines. Major findings include: 1. The main components of PLCs are learning activities, shared values and vision, and supportive conditions. Besides using various tools to do collective learning, the building of shared values and vision among community member is the key to be PLCs. 2. The process of school-based curriculum development includes four phases, which are curriculum planning, curriculum design, curriculum implementation and curriculum evaluation. Conceptualizing curriculum as students’ learning experience can help clarify the tasks and boundary of school curriculum development. 3. School-regulated curriculum is the point of school curriculum development in the recent phase. However, government-regulated curriculum should also be transformed through school-based curriculum development. 4. When using PLCs to promote school curriculum developm

藝術教育促進個體理解美感經驗之意義與實踐，是個體全人素養之重要環節，然鑑於課程發展具層次差異性，藝術課程於學校發展影響之因素值得探討。本研究採混合研究法之解釋性序列設計，針對高中學校背景屬性因素與藝術選修課程分析開設之關聯性分析，繼之訪談學校藝術教師之觀點以探究藝術選修課程發展因素。分析結果顯示，藝術加深加廣課程發展情形與設置藝術才能班因素具顯著相關，藝術多元選修課程發展情形則分別與學校規模、公私立與設置藝術才能班等因素有顯著關聯。綜合訪談整體結果指出，學校藝術選修課程發展受到社會環境關注學生生涯發展與升學之共通因素影響，學校規模、空間設備與發展亮點等各校異質性因素影響多元選修課程發展，在此境況下，藝術教師普遍關注專業提升與充實相關資源，並希冀釐清學校定位及藝術選修課程之價值，本研究根據結果提出相關建議

This study employed expansive learning within activity theory as a lens to conduct a meta-analysis of the process through which teachers at X Elementary School collectively developed a school-based curriculum. This occurred during the school’s tenure as a core school in the pilot collaborative project for the 108 New Curriculum Guidelines. The findings revealed that X Elementary School not only constructed a framework for their school-based curriculum and a new model of large, medium, and small systems, but also developed an awareness of optimizing school-designed curricula through cross-disciplinary thematic integrated inquiry. This awareness emerged as teachers experimented with empowering curriculum evaluation. The school continued to evolve its integrated curriculum from a multi-disciplinary level to an inter-disciplinary level, utilizing core concepts as conceptual lenses and designing guiding questions to facilitate student inquiry. This progression suggested potential for further development into a tra

With the implementation of new curriculums guidelines, teachers are tasked with developing lesson plans, teaching demonstration classes, competency-based teaching, curriculum evaluation, developing school-based curriculums, and engaging in continuous professional development. Schools can utilize existing subject teaching research groups, grade-level or cross-grade teacher groups to form several communities of practice, using lesson study as the domain of practice. Community members collaborate on designing competency-based teaching and assessment activities for the unit, then take turns in teaching demonstration classes, observing lessons, and having group lesson debriefs. They complete meaning-driven and expansive unit curriculum evaluation, further revising the unit lesson plans. This enhances the quality of school-based curriculums over publisher’s one-size-fits-all curriculum plans and fulfills the new curriculum requirements. When the communities of practice in a school have accumulated a certain number

學校本位評鑑（school-based evaluation, SBE）是學校成員在外部評鑑專家的協助下，共同參與和執行評鑑工作，以落實學校本位自主管理的精神，提升教育的品質。文化性回應評鑑（culturally responsive evaluation, CRE）是因應文化脈絡的多元性而產生的評鑑模式，此類模式強調方案設計、實施及成效評估皆與方案所在的文化脈絡息息相關，故方案評鑑不僅要關注方案活動和成果之間的關聯，也要考量背後的文化脈絡因素，才能客觀評估方案的預期成果。因為SBE模式較少關注方案的文化因素及其影響，故建議結合此二類模式評估學校層級的課程，稱為文化性回應校本評鑑（culturally responsive school-based evaluation, CRSBE）模式。因學界對此類評鑑模式認知有限，故本文探過文獻探討先介紹CRE的相關概念，接續以學校本位課程為例，說明CRSBE的實施策略、原則以及可能遭遇的挑戰

本教材之設計乃藉由攜手計畫的補助，及社會行動課程理念的融入編輯而成；除依據理論發展地方特色課程外，更考量學校本身的條件作需求評估，以研發適合當地兒童學習的社會科教材。本教材內容之擇取，主要仰賴研究者對學校周圍環境與人事之訪查，並輔以相關文獻蒐集與地方文史工作者提供之資料，逐步形成以議題為中心、社會行動為導向之地方史教材。本教材除旨在揭發二二八事件對地方人文及史地之戕害外，更教育下一代相關壓迫、抵抗與地方發展之關係，期待透過本自編教材擴充當地學童在地化的史地視野與愛鄉土的社會情懷。

The purpose of this study is to explore the development and its results of the core competencies and the school-based curriculum development of the Affi liated Experimental Elementary School of National Chiayi University, under “the General Guidelines for Curriculum Guidelines of the 12-Year National Basic Education”. The core competencies of “lifelong learners” is the focus of “the General Guidelines for Curriculum Guidelines of the 12-Year National Basic Education”. The Affi liated Experimental Elementary School of National Chiayi University was selected by the Ministry of Education as a pilot school for implementing the new curriculum of “the General Guidelines for Curriculum Guidelines of the 12-Year National Basic Education”. The core competencies and school-based curriculum development is crucial to curriculum reform. And the Affiliated Experimental Elementary School of National Chiayi University organized a research-development team to adapt its school vision, and plan the ministry-mandate curriculum a

Principal leadership for learning can respond to the learning visions of 12-year basic education. This study investigated—from the perspective of leadership for learning in 12-year basic education—how a principal led school members to initiate school-based curriculum development. This is a case study of a public remote junior high school, whose principal has practiced leadership for learning. This study discovered that principal leadership practices include the following: 1) guide teachers to collectively develop school visions, 2) construct mechanisms of dialogue on student learning, 3) gather resources that support learning, 4) participate in collective lesson planning, public lesson presentations and observations, in addition to lesson discussions and reflections, and 5) plan self-evaluations on learning

因應全球「自造者運動」（Maker movement）的浪潮，教育部積極推動自造者教 育，在各縣市設置自造者基地，鼓勵教師融入課程與教學。十二年國民基本教育將從108 學年度開始實施，「校訂課程」由學校自行規劃辦理學校本位及特色課程，是自造者教 育極佳的課程空間。本文首先探討臺灣自造者教育的推動沿革與成果，繼而說明自造者 教育在十二年國教校訂課程的發展契機，然後從學校本位課程發展的觀點，提出自造者 教育校訂課程的發展模式，包括組織課程發展團隊、分析學校情境與課程需求、發展課 程願景與目標、設計校訂課程方案、理解與實施課程、持續評鑑修訂精進等六個步驟， 做為第一線學校「由下而上」推動自造者教育的參考