國家教育研究院

　　本研究擬針對歷年來高中課程標準/綱要課程劃分的學理依據和各學科課程時數分配的歷史演進進行探究，分析必修與選修課程劃分的目的、類別及問題，以及課程分流設計之目的、機制、時間點及配套措施，同時借鏡主要國家高中課程綱要架構的規劃，另一方面亦試圖探究高中課程綱要制定過程的相關議題。

　　本研究第一階段採用歷史分析與文件分析，蒐集高中課程綱要變革之官方文件和各主要國家相關資料，以及分析相關研究作為本研究的理論基礎；第二階段則進行焦點團體訪談，邀集高中校長及主任，召開北、中、南三區「高中課程綱要與大學入學考試關係」焦點座談會，針對本研究目的提出意見；第三階段則根據上述分析結果設計問卷，以全國的高中為母群，調查高中校長、主任與組長等行政人員，以及高中教師的意見。本研究正式問卷發給抽樣之 72所高中 (見附錄五)，每校 6份問卷，本研究共寄發 432份問卷，總計回收公私立高中 59校，回收校數占抽樣學校的 81.94％。

　　根據本子計畫五項研究目的，根據三區焦點座談及問卷調查的資料分析，茲提出研究結論如下：
一、99課綱保障非升學選修科目 8學分之規定有助於達成高中兼顧升學導向、全人教育的教育目標，惟考試領導教學的現象則為落實非升學選修科目之障礙。
二、現行高中的必、選修科目的比例適當(必修學分數 70%為 112學分、選修學分數 30%
為 48學分)。惟必、選修科目太多，造成各科時數不足。
三、高中課程分化的目的在落實選修學分制及轉組機制，以適應程度差異不同的學生。
四、高中學習科目仍有整併或減量的空間
五、十二年國民基本教育實施後，高中課程應銜接國中小及大學，應提升教學品質及落實適性輔導

　　高中課程如何達成全人教育目標，高中課程如何因應全球化和學生的異質性進行變革，也將是高中課程因應十二年國民基本教育的實施的重要議題。

　　The purposes of this study aim to explore the historical development of curriculum guidelines of upper secondary education in Taiwan, including issues of the theoretical foundations, learning hours per week for various subjects, the proportionate rate of required and elective subjects, curriculum differentiationat, and the process of curriculum development at the upper secondary education.?

　　At the first stage of the study, historical and documentary analysis was used to collect official documents and reviewed relevant research to be the theoretical basis; at the second stage, we invited principals and teachers of senior high schools to join the focus group where we collect further comments on our preliminary reseacg results; finally, questionnaires were administered to 300 practiotioners of 59 senior high schools under multi-level random sampling method.?

　　Based upon the literature review, data from focus group and survey, the conclusions of the study are as following:?
1.The new version of the curriculum guideline of upper secondary education stipulates that at least 8 credits for non-academic subjects for students will ensure the balance of the purposes between academic and of well-rounded education.?
2.The existing rate of required and elective subjects is appropriate, but the subjects were over-burdened.?
3.The purpose of the differentiation for upper secondary curriculum is to implement the system of free selection of electives and to accommodate individual differences for mixed-ability students.?
4.The subjects of upper secondary curriculum can be integrated and to reduce the amount of learning content.?
5.The curriculum articulation between upper secondary with higher education and upper secondary with grade 1-9r education should be closely connected to promote the effective instruction and quality learning.?

　　The challenges of upper secondary curriculum will respond to the increasing trends of globalization as well as the individual needs and differences among students.?