National Academy for Educational Research

　　十二年國民基本教育課綱在普通高中階段進行諸多調整，包括：以素養導向作為課程組織與教學設計之依歸以回應新世紀的人才培育趨勢；調降總修習學分數、增加彈性學習時間，鼓勵學生自主學習；降低必修學分增選修學分，擴大學生多元及適性學習的空間；增列校訂必修課程，回應學校特色建立與校本願景發展之需求；明確加深加廣選修課程的定位及範疇，強化高中與大學優質且適性銜接；明訂學校多元選修倍率及學生應修學分數，落實高中多元學習與適性分流…等等。
　　這些變動涉及的層面廣且複雜，包含學校如何轉化與結合課綱的精神與設計，重新定位自身的辦學理念與願景，凝聚共識發展學校本位課程地圖？如何透過課程領導與課程發展機制，克服學校現實條件與課程理想的落差，尋找學校最適的開課模式落實課綱所強調的多元、適性與自主？以及如何共創學校價值與文化，面對新課綱的挑戰，永續學校創新與變革的動能？換言之，普通高中來說，108課綱轉化幾乎等同於對高中學校設計的再概念，無法僅就單一項目來轉化與因應，而必須將課綱轉化放再更上位的學校設計及總體的學校本位課程發展與轉化來看。
基此，本研究將採個案研究與設計為本研究取徑，選擇兩所普通高中為個案學校，從學校本位課程發展及設計的角度深入探討個案學校在十二年國教課綱下如何思維及佈局學校本位課程的總體發展與設計；分析學校在此建構、轉化與實踐過程中的相關影響因素、動能與演繹路徑；並與學校協作共同發展改進策略、培力課程及課程治理工具。
　　本研究之結果將能回饋下一階段課綱研修，同時深化本土性學校本位課程發展與實踐的學理與實務。
 

　　There are many adjustments in general high school stage of curriculum guideline of 12-year basic education, including curriculum organization and curriculum design which based on competency to response the trend in talent cultivation in new century; reducing the required credits, increasing flexible learning, encourage students to become spontaneous and motivated learners；decreasing required credits and increase elective credits instead, expanding diversified content and account for students’ aptitudes；extending school-based required courses to response the vision and characteristics of each school need, enriching and expanding the category and position of advanced elective courses, reinforcing the adaptive connection of senior high school and universities；implementing diverse courses to help students adaptive development in general high school, etc.
　　These varieties involved widely and complex, including how school redefine the philosophy and vision to converse and combine the spirit of curriculum for reaching consensus for school-based course map？How school overcome the gap between the realistic condition and course ideal through curriculum leadership and curriculum development for looking the best  curriculum arrangement to support students learning diverse, adaptive and autonomy? How does school face the challenge of new curriculum to co-create the value and culture of school and keep the momentum of sustainable innovation and change? In other words, the new curriculum guideline is almost similar to reconcept the design of general high school. All school design and school-based curriculum development should be under the holistic system change , not only the single item.
Two general high schools will be selected for this study and use case study and design based research(DBR ) to execute this research.
　　This research was aimed to inquiry how these two schools deploy the school design and school-based curriculum development under the idea of new curriculum guideline and  to analyze affecting factors, momentum and praxis path. Furthermore, this research collaborates school to develop improvement strategy, empowerment and curriculum governance.
The propose of this research can be an feedback to next curriculum guideline study. Meanwhile, it can deepen the practice and theory of localized school-based curriculum development and fulfillment.