國家教育研究院

　　因應社會變遷與全球化所帶來的轉變，教育部於2011年正式啟動十二年國教的推動工作。此一課程發展機制在實踐過程面臨反社會(歷史)課綱微調社會運動的挑戰、法律修訂，以及內部以及不同組織與制度運作的相互影響而有所調整。從國家層級的課程研發的角度來看，係從多元走向一元，由各主責單位負責朝向由國教院統籌。本研究所探究的兩個領域課綱──自然科學與社會領綱，雖面臨類似的問題，例如：授課節數/學分數調整、課綱規劃與現實運作不一致的問題等，但在組織分工與運作模式上則有完全不同。另外，因為啟動時間不同，在研修標的與歷程上亦有明顯差異。本研究擬以研究以社會與自然科學兩個領域的研修歷程為例，分析十二年國教課程發展機制在實踐過程所面對的問題，並嘗試提出修正的策略與方法。

　　In response to social changes and globalization, the Ministry of Education launched the 12-year basic education in 2011 and established a curriculum development mechanism. This mechanism was adjusted by the influence of the anti-curriculum social movements. In the national curriculum development it was from pluralism to unification. Although Social Studies and Natural Sciences, two domain-specific curriculums explored in this study, faced similar problem, such as: reduced hours and inconsistency between curriculum guidelines and actual operation, their curriculum guideline development teams were completely in the organization and operation. In addition, because the start-up time is different, the targets of the two were different. This study takes these two as examples to analyze problems of the curriculum development mechanism of 12-year basic education through specific examples.