108課綱實施下明星高中學生的課程觀

Abstract

108學年度起，「十二年國民基本教育課程綱要」（簡稱108課綱）在各教育階段逐年實施，其政策理念、課程架構、考招制度再再強調學習者的主動性。當政策影響到各教育階段、各學校機關時，108課綱中「適性揚才」的理念會被學校現場的師生加以轉譯。本研究聚焦於臺灣升學體制孕育出的特殊場域：「明星高中」，經歷升學考試此一篩選機制，其學生具有幾項共通點：他們往往來自較高社經地位之家庭，其家庭不吝於額外教育投資，學校同儕間更形塑出追求「卓越」的學生文化。這群最有資本、最懂得升學競賽遊戲規則的明星高中學生，在面對108課綱的課程、考招制度變革時，如何轉譯、詮釋，進而發展出各種因應策略以維持自己在學術上的優勢？為完整呈現此政策脈絡下「以學生為中心」的課程觀，本研究透過符號互動論的視角，聚焦於108課綱在課程、考招制度的變革，如何直接、間接影響學生對於學校課程的詮釋，以及在不同課堂上的行動，進而剖析明星高中學生置身的層層社會文化脈絡之特殊性。據此，本研究於112學年期間，透過訪談中部一所明星高中的七位高一生，並輔以觀察資料、訪談該班實習教師，得出幾項結論：一、高一第一次段考作為重要分水嶺，促使明星高中學生重視課程對於考試的實用性，以此重新分類課程；二、明星高中學生的課程分類以「當前取向」與「未來取向」兩大軸線構成，有限心力下．學生會以「未來」為重為課程重要度排序；三、明星高中學生的課程因應策略特徵為「重學習」，追求「效率最大化」；四、明星高中將資訊科技的使用權交還學生，手機的使用展現出學生的自主性；五、「獎勵卓越」的社會文化脈絡影響明星高中學生在校內、校外領域的投入，進而影響同儕文化；六、明星高中學生的課程觀在108課綱實施下，以升學為核心考量，展現出兼具實用和折衷取向的雙重特色。Since the academic year 2019, the"Curriculum Guidelines of 12-Year Basic Education" (commonly referred to as the 2019 Curriculum Guidelines) has been implemented across different educational stages. The policy philosophy, curriculum structure, and the college admission policy have consistently emphasized the learner's autonomy. This study focuses on a distinctive setting shaped by Taiwan's educational system: "elite high schools." Students in these schools share several traits: they often come from families of higher socioeconomic status, where parents are willing to invest in education. Furthermore, within the school environment, a culture of striving for"excellence" is further cultivated among peers. To fully portray the student-centered curriculum perspective, this study applies Symbolic Interactionism, focusing on how the curriculum and the college admission policy of the 2019 Curriculum Guidelines directly and indirectly affect students' curriculum interpretation and their actions. Interviews were conducted with seven 10th grade students from an elite high school in Central Taiwan during the academic year 2023. Based on the collected data, there are some findings: first, the first midterm exam in the first year serves as a critical turning point, prompting elite high school students to prioritize the practical utility of the curriculum in relation to exams, leading them to reclassify courses. Second, the curriculum classification of elite high school students is structured along two main dimensions:"current orientation" and "future orientation." Considering the limited time and energy, students prioritize courses based on their future relevance. Third, the curriculum adaptation strategies of elite high school students are characterized by a focus on "intensive learning" and a pursuit of "maximizing efficiency." Fourth, students at elite high schools can use their smartphones without limitation. How to use technology shows students' autonomy. Fifth, the socio-cultural context rewards “excellence", influencing elite high school students' actions both in and out of school, thereby shaping peer culture. Sixth, elite high school students' curriculum perspectives are centered on academic advancement, exhibiting a dual characteristic of both practical and compromising orientation.