國家教育研究院

　　一直以來，我國中央及地方各教育主管機關為提升中小學之優質教育不遺餘力，投入的相關經費亦相當可觀，但是效果卻是有限。因為真正優質學校改進計劃並非只是經費的投入，而是一項整全、互動和有機的全面學校改進計劃。在此十二年國民基本教育課程綱要即將實施之際，如何以國家課程轉化現行各項重要教育評鑑指標，引導中小學形塑優質學校，非常值得探究與實踐。本研究之目不在重新建立評鑑指標，亦不在擴充評鑑指標面向與內容，而係以十二年國民基本教育課程綱要之理念為基礎，學生學習表現為核心，探究國家課程轉化現行各項重要教育評鑑指標之可行性，期最終提出一套簡明的十二年國教優質學校發展指標。研究方法主要棌行焦點座談。主要研究發現如下：（1）國家課程檢核重點共包含四大面向，十六項重點。（2）運用國家課程檢核重點轉化各種評鑑指標具有相當可行性。（3）優質學校發展指標共包含四大面向，三十四項指標。

　　In Taiwan, both the central and local educational authorities tried hard to enhance K-12 quality schools, but mostly in vain. This is because a success of shaping a quality school needs not only the investment funds, but also a holistic, interactive and organic comprehensive school improvement plan. At the moment of the 12 year basic education policy curriculum guideline going to be implemented, it is worthy and important to try to integrate the national curriculum core concepts into current educational evaluation. Briefly, neither to re-establish educational evaluation indicators , nor to expand contents of educational evaluation indicators , the main purpose of this research is to explore the feasibility of transforming the national curriculum key concepts into current school, principal and teacher evaluation indicators , and then to organize a concise set of quality school development indicators mainly based on student learning. Focus group is mainly employed in the research. The main research findings are as follows: (1) the national curriculum examination focus includes four majors and sixteen key points. (2) the national curriculum examination transforming various evaluation indicators is quite feasible. (3) quality school development indicators include four majors and 34 indicators.