| 關 鍵 詞： |
活動理論；展化學習；學校本位課程；IB-PYP課程；混齡教學 |
| 中文摘要： |
本文以活動理論的展化學習作為透鏡，針對研究對象Ｘ小學在參與 108 新課綱前導協作計畫擔任核心學校期間，全校教師共同參與發展學位本位課程的歷程進行後設分析。研究發現Ｘ小學在發展課程的歷程中，除了建構學校本位課程架構和大中小系統的新模式之外，教師們也透過試作彰權益能的課程評鑑而發展出優化校訂課程之跨領域主題統整探究類的課程意識，而持續發展該類課程從多學科統整課程的層次，發展至以核心概念為概念透鏡和設計導引學生探究的核心問題的科際式統整課程的層次，而具備了再進一步發展成為超學科統整課程的潛在可行性。最後，本文根據研究發現提出教師宜發展課程意識展現持續專業發展的主體能動性，而學校領導人可以互為主體性的互動方式促成學校教師組實踐社群，來積累教師專業資本而持續專業發展以支持學生的學習。
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| 英文關鍵詞： |
activity theory；expansive learning；IB-PYP curriculum；mixed-age teaching；school-based curriculum |
| 英文摘要： |
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 schooldesigned 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 trans-disciplinary integrated curriculum. Based on these findings, the study proposed that teachers should cultivate curriculum awareness to demonstrate agency in continuous professional development. Additionally, it suggested that school leaders could foster teacher learning communities of practice through inter-subjective interactions, thereby accumulating professional capital and supporting ongoing professional development to enhance student learning.
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| 目 次： |
壹、前言
貳、相關文獻探討
一、108 新課綱前導學校協作計畫簡介
二、前導學校課程計畫備查過渡時期（九年一貫課程到新課綱課程）的行政作為
三、文化歷史活動理論與展化學習
參、前導核心學校 X 小學發展學校本位課程的展化學習歷程個案分析
一、發展學校本位課程架構的問題意識：提問和分析
二、學校本位課程架構重組與調整：提出、檢視（修正）和實施新模式
三、X 小學學校本位課程大、中、小系統的發展
四、實施學校本位課程架構新模式的後設分析：四級的矛盾和解方
五、實施學校本位課程架構新模式的展化學習分析
肆、反思過程：實施學校本位課程新模式的教師專業發展、挑戰與展望
一、教師做為一個人的專業發展：共同參與展化學習歷程者的心路旅程
二、當前挑戰：教師的課程意識、學生混齡（協同）教學
三、未來展望：鞏固實施新模式
伍、結論與建議
一、結論
二、建議
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