普通高中如何轉譯108課綱：政策促動觀點

How Senior High Schools Translate the 108 National Curriculum Guidelines: Perspectives on a Policy Enactment

10.6384/CIQ.202101_24(1).0006

陳斐卿(Fei-Ching Chen)

課綱 ； 行動者網絡理論 ； 中介 ； 課程 ； 政策促動 ； curriculum guidelines ； actor network theory ； mediation ； curriculum ； policy enactment

課程與教學

24卷1期（2021 / 01 / 01）

149 - 173

繁體中文

十二年國民基本教育課程政策於2019年8月在全國小一國一高一的班級開始全面實施。本文以行動者網絡理論為檢視框架，從追蹤「課綱」這份關鍵文件為起點，探究近兩學年普通高中行政人員與教師面對新課程政策的實作過程。以超過100場次參與觀察行政人員會議、校外工作坊增能研習、訪談等資料收集，本文發現課綱促成兩個網絡聚合：一個是在校內課程發展委員會議的「課務治理」聚合，引發教師授課質量與處室職責轄區的重整；另一個是在校外增能工作坊的「課程設計」聚合，引發教師藉由課程模版鷹架學習設計課程。透過將課綱視為具有社會物質性的物（things），本文揭露課綱徵召許多並不起眼的非人行動體，如何相互連結與中介，促動國家的課程政策。所湧現的課綱實作，對課程政策的現況有所啟示，對教師社群如何學習朝向自發互動共好，也提出建議。

This paper accounts for the enacted realities of national curriculum reform in Taiwan, in particular the mediation of General Curriculum Guidelines of 12-Year Basic Education. Rather than examining how well national policy is implemented by senior high schools, this study explored how they are enacted. Using the constructs taken from Latour's (2005) Reassembling the Social, this study utilizes mediators and intermediaries to interpret how the socio-material elements shape the mediation process. ANT is also used as a method to follow the Guidelines in and across the school meetings and workshops, and to trace the mediation process of how the school teachers conduct the policy. Ethnographic data were collected from observing 33 administrative meetings, 45 workshops of across-school teacher community, 60 interviews, and many postings in online social media. Two assemblages of policy enactments have been finally identified. The first one is the curriculum governance, performed by teachers' course-rearrangement in order to fulfill their minimum teaching loading as well as those negotiated by the administrators for teachers' teaching boundaries and responsibilities. The second one is the curriculum design, performed by teachers' collective empowerment with the scaffolds of curriculum templets. Treating the Guidelines as things rather than merely documents, this study discovered inconspicuous but significant actors associated with each other, revealing the complexities of sociomaterial connections inherent to policy enactment. Furtherly, how senior high schools enact the educational policy has been better understood and how teachers' epistemic responsibilities can be extended are also discussed.

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