| 摘要: | 一零八課綱下校訂必修課程（簡稱校必課程）對普通高中是一項全新的挑戰。十二年國民基本教育課程綱要（總綱）僅簡短敘明這類課程須依學校願景、學生圖像及學校資源等發展。不同於部定必修課程，校必課程無官方提供的明確領域綱要指引或審定版教科書。這是普通高中課程史上的首見，更是學校端的第一次。學校端該如何發展與實踐校必課程？
現存文獻對校必課程發展與實踐已提出不同層次的貢獻。有的論述將課程歸因於「校內領頭羊人物」的領導下使其可能，有的主張是「集結眾人的力量」使其可能，還有的發現是「外部專家介入」結合「教師內在行動」使其可能。然而，現存文獻大多採人類視角切入，課程發展中有許多靜默的「物質」也是促成課程可能的關鍵。
本文採社會物質論（socio-materialism）下的行動者網絡理論（Actor-Network Theory, ANT）的視角，以轉變（translation）的概念描繪108課綱下一所普通高中是如何發展與實踐校必課程。具體地說，本文以ANT特有的追蹤（trace）方法分析校必課程的發展與實踐歷程。校必課程被視為一行動體，進入了原有課程網絡後，哪些新的挑戰產生了？網絡中的異質行動體是如何與校必課程建立連結？如何轉變彼此？形成了什麼樣的聚合（assemblage）？又促成了何種網絡效果（network effect）以達課程網絡的穩定？這些是本文的描述重點。
研究場域為臺灣北部一所非山非市的普通高中，以跨學科領域教師社群發展三門校必課程。研究者為校內校必課程跨領域教師社群召集人，自2018年起至2021年止，為期三年的參與式觀察與實作。研究方法採民族誌，資料收集包含參與式觀察筆記、課程發展的會議紀錄、課程發展文件資料（研習手冊、專書、行政資料和公告通知等）、課程教學素材及個人訪談。資料分析方法採平等對稱地看待「人」及「非人」行動體，以關係性萌生的視角，追蹤校必課程目前所呈現的穩定網絡。課務行政網絡、跨域教師社群網絡及課程實踐網絡是三個本文所描繪的目標。具體分析程序，首先以關注點（matter of concern）為探究起點，鎖定校必課程不同時期的問題、困難或挑戰。第二，辨識行動體。網絡中有哪些關鍵行動體如何轉變彼此，形成哪些聚合及網絡效果？
研究結果：第一，「基本授課鐘點」—「課綱文本」與教師建立連結，跨領域教師社群逐漸形成團隊。第二，三個關鍵的聚合促使校必課程得以發展與實踐。「課綱文本」—「基本授課鐘點」—「課程計畫填報」連結了教師，形成了「趕填報」的聚合；「雙師協同授課」—「教學素材」—「學習空間」連結了教師，形成了「可授課」的聚合；「校必召集人」—「共備會議」—「評量規準」連結了教師，形成了跨領域教師社群「好共事」的聚合。第三，遊戲式的校必課程活動促成了意料之外的網絡效果。
最後，本文提出普通高中推動校必課程實務建議，並提供ANT教育實徵研究經驗供未來研究參考。;The implementation of School-Developed Required Courses (hereafter SDRCs) under the Curriculum Guidelines of 12-Year Basic Education (commonly referred to as the 108 Curriculum Guidelines) presents a novel challenge for senior high schools in Taiwan. SDRCs are expected to be developed in alignment with each school’s vision, student profiles, and available resources. Notably, SDRCs are not guided by any official subject-specific curriculum guidelines or approved textbooks—an unprecedented shift in the history of high school curriculum development. As a result, schools are solely responsible for designing and implementing these courses. How, then, should they approach this task?
Various explanations for the feasibility of SDRCs have been proposed in the literature. Some emphasize the leadership of key internal figures, others highlight collaborative teamwork, while some point to the involvement of external experts alongside teachers’ internal initiatives. However, most studies adopt a human-centered perspective, overlooking the critical role of “materials” in shaping curriculum practices.
This study adopts Actor-Network Theory (ANT), situated within socio-materialism, to explore how one senior high school developed and implemented SDRCs under the 108 Curriculum Guidelines. The concept of translation serves as the analytical lens to trace the processes of curriculum development and enactment. Core questions include: What new challenges emerged? How did heterogeneous actors form connections with SDRCs? How did they translate one another? What kinds of assemblages were enacted, and what network effects emerged to contribute to the stabilization of the curriculum network?
The research site is a senior high school in northern Taiwan. A cross-disciplinary teacher community at the school developed three SDRCs. The researcher, who served as the coordinator of this teacher community, conducted participatory observation over a three-year period (2018–2021). Adopting an ethnographic approach, data were collected from field notes, meeting records, curriculum documents, teaching materials, and individual interviews. The analysis treated human and non-human actors symmetrically and used a relational view to trace the formation of stable networks around SDRCs. The study focuses on three key networks: curriculum administration, interdisciplinary teacher collaboration, and curriculum practice.
Data analysis involved two key steps: (a) Identifying matters of concern—pinpointing difficulties, challenges, or controversies at various stages of SDRC development; (b) Identifying actors—analyzing how key actors translated each other, formed assemblages, and enacted network effects.
The findings are as follows. First, connections among basic teaching hours, curriculum documents, and teachers gradually enacted the formation of an interdisciplinary teaching team. Second, three key assemblages were identified that enabled the development and implementation of SDRCs. ‘Rushing to submit’ assemblage was enacted by the connections among curriculum guidelines, minimum number of teaching hours, curriculum filing deadlines, and teachers. ‘Ready-to-teach’ assemblage was enacted by co-teaching practices, teaching materials, learning spaces and teachers. ‘Collaborative working’ assemblage was enacted by the coordinator, community meetings, teachers, and assessment rubrics. Third, a game-based SDRC activity triggered an unexpected network effect—an emergent contingency resulting from new linkages among learners, mobile devices, game materials, and competitive group dynamics.
This study concludes by offering practical suggestions for the implementation of SDRCs in senior high schools and contributes empirical insights for future ANT-based research in education. |
