NPDL全球網絡跨界物之素養共力行動

Boundary Objects by NPDL Global Networking and Their Effects on Co-generating Competency-based Curriculum

10.6249/SE.202106_72(2).0013

陳佩英(Peiying Chen)；柯喬元(Chiao-Yuan Jo Ko)；林宏達(Hongda Lin)

NPDL ； 跨界物 ； 深度學習 ； 工具群組 ； 課程轉化 ； NPDL ； boundary object ； deep learning ； toolkits ； curriculum transformation

中等教育

72卷2期（2021 / 06 / 01）

34 - 53

繁體中文

本文旨在引介NPDL系統與文化變革框架與策略。自2020年，臺灣有22所高中參與NPDL。這22校組成台灣NPDL跨校聯盟，共同舉辦讀書會、工作坊、國際研討會、和定期參與NPDL全球和亞太區域會議，和其他國家的參與學校和教師進行線上交流，逐漸建立了與國際合作的關係。參與學校除可運用跨界物轉化教育實踐，亦可經由國際跨界連結，就近組裝資源，發展共同語言和啟動系統性與連貫性的課程共力實踐，進而重建學校文化。NPDL強調全球素養融入深度學習，重視教師、家長和學生的共同投入與相伴；學習的目的是參與世界和改變世界，因此學生需能面對真實的問題並學會探究和加以解決。NPDL所提供的全系統框架與工具群組，可作為政策促能之跨界物，以策動系統變革，進而建構變革能力，且在做中學過程中產生新的組織記憶與行動知識。全系統變革包括組織的橫向跨界合作與縱貫系統之協作潛力，藉由多層級的跨界合作，將資訊與回饋加以綜整與評估，並定期進行相互校準，帶動整個系統的反思性探究循環，以延續系統與文化的深層變革。

The article aims to introduce the NPDL framework and strategies and emphasizes the change of system and culture. Currently, there are 22 Taiwanese high schools participating in the NPDL program. These 22 schools formed the Taiwan NPDL inter-school alliance to jointly organize book clubs, workshops, international seminars, and regularly participate in NPDL global and Asia-Pacific regional conferences, conduct online exchanges with participating schools and teachers from other countries, and gradually establish international cooperation relationships. These schools are able to assemble educational-reform toolkits, and develop common language and strategies to achieve the goals of curriculum transformation. The NPDL framework intentionally integrates global competencies into the learning process. It accentuates the participation of teachers, parents, and students. The learning purpose of joining this global partnership is to participate in and to change the world, to support students in developing capabilities to solve problems in the real world. The framework of NPDL can be regarded as toolkits as well as a whole-system view of reform. It enacts policy and systemic change simultaneously. It enhances capacity building, accumulates organizational memories and actionable knowledge. The whole-system reform contains the potentials of collaboration generated by the horizontal collaboration and vertical system. Through multi-level boundary crossing in NPDL networking, the participant-schools can effectively deploy data-driven feedback in comprehending and evaluating the practices, and take part in co-moderating process. The cycle of collective inquiry and reflection will sustain the deep transformation of systemic and cultural practices in education.

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