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友善列印

 
高級中等教育 -Senior High School Education
推動高中課程改革,促進學生適性發展
  自18年發布〈中小學課程暫行標準〉至96年為止,高中課程綱要(含標準)共修訂13次;自99學年度起實施之〈普通高級中學課程綱要〉,主要特色為強化通識素養、實施課程分版、保障非升學選修科目及強化學校專業自主等。94年7月成立普通高級中學課務發展工作圈及23個學科中心,協助課程推動及教師進修等配套措施。

  教育部推動十二年一貫課程,第1波十二年一貫課程在95年已經完成。為建構中小學一貫課程體系,教育部於95年10月發布〈中小學一貫課程體系參考指引〉,供研修中小學課程綱要之參考,並先後於97年完成修訂〈國民中小學九年一貫課程綱要〉,自100學年度逐年實施;97年完成修訂〈普通高級中學課程綱要〉及〈職業學校群科課程綱要〉,自99學年度開始實施;99年完成修訂〈綜合高級中學課程綱要〉,自100學年度逐年實施。

  行政院於100年9月20日以院臺教字第1000103358號函核定〈十二年國民基本教育實施計畫〉配套措施子計畫〈建置十二年一貫課程體系方案〉。核心理念係建置以「學生主體」、「課程一貫的垂直銜接與統整連貫」、「培養國民核心素養」為核心理念之K-12年級一貫課程體系。據此,教育部啟動第2波十二年一貫課程體系工程,由國家教育研究院負責研議各項草案報送教育部審議。國家教育研究院業於102年完成各教育階段核心素養;103年2月17日完成〈十二年國民基本教育課程發展指引〉及〈十二年國民基本教育課程發展建議書〉。

  教育部高級中等以下學校課程審議會於103年10月27日審議通過〈十二年國民基本教育課程綱要總綱〉,並於103年11月28日發布,預定自108年8月於各教育階段(國民小學、國民中學及高級中等學校之一年級起)逐年實施。

  十二年國民基本教育各領域、學科、群科課程綱要之審議,其中須編訂教科用書之領綱,均已審議通過,並於107年12月底前全數發布。

推動高中科學教育,培育科技人才
  教育部推動中等學校科學教育之重點工作,包括參加國際數理學科奧林匹亞競賽,我國學生至107年止總計榮獲362面金牌、341面銀牌、234面銅牌及114面榮譽獎,並持續辦理高級中學數理及資訊學科能力競賽,補助中小學科學教育計畫專案及高中學生科學研究人才培育計畫等。另由國立臺灣科學教育館辦理全國中小學科學教育展覽會及國際科學展覽會。

鼓勵修習第二外語,培養恢宏國際觀
  為符應地球村的趨勢與培養學生恢宏的世界觀,72年我國高級中學課程標準將第二外國語正式納入選修課程,83年起,開始有高中以實驗性質,開設第二外語課程供學生修習。教育部自85學年度起開始辦理為期3年之〈推動高級中學選修第二外語課程實驗計畫〉,99年頒布〈推動高級中學第二外語教育〉第3期5年計畫。自88學年度起上、下學期,全國總計開設648班,計2萬2,623名學生修習第二外語課程,並建立「第二外語學科中心網站」。至今106學年度上、下學期,全國總計開設3,042班,修習學生數9萬1,450名,高中生修習第二外語的人數已有大幅度的成長。

  為共同推動並落實中小學國際教育,加強學校國際化之深度及廣度,教育部特於105年10月28日修正發布〈教育部國民及學前教育署補助高級中等以下學校推動國際教育要點〉,引導全國高級中等以下學校透過「課程發展與教學」、「國際交流」、「教師專業成長及學校國際化」4個面向,辦理中小學國際教育計畫。

  又為使高級中等教育階段學生實際參與國際交流,藉由統合國際教育資源,建立國際教育旅行交流機制,同時促進外國學生來臺教育旅行,教育部特於107年7月12日修正發布〈教育部國民及學前教育署補助高級中等學校推動國際教育旅行經費要點〉,以鼓勵全國高級中等學校積極推動國際教育旅行。

穩健推動十二年國民基本教育
  教育部長期持續規劃十二年國民基本教育之前置準備措施,97年以後,穩健推動〈十二年國民基本教育先導計畫〉(13項子計畫23個方案),期能奠定實施十二年國民基本教育之基礎。第8次全國教育會議後,因應國家發展需求及社會各界期待,行政院成立跨部會「十二年國民基本教育推動小組」,教育部亦成立「十二年國民基本教育工作小組」及「十二年國民基本教育工作圈」,邀集專家學者、學校代表及相關部會,積極研議相關計畫、經費及實施期程。

  行政院並於100年9月20日核定〈十二年國民基本教育實施計畫〉及其配套措施。〈十二年國民基本教育實施計畫〉之內涵,包括「提升中小學教育品質」、「成就每一個孩子」與「厚植國家競爭力」3大願景,「有教無類」、「因材施教」、「適性揚才」、「多元進路」與「優質銜接」5大理念,以及7大工作要項(10個方案)與11項配套措施(19個方案),共計29個方案。教育部與直轄市、縣(市)政府據以共同合作,落實十二年國民基本教育各方案,並利用各種宣導管道讓社會各界充分了解政策內涵。

  於102年7月10日公布〈高級中等教育法〉,賦予推動十二年國民基本教育之法源,我國自103學年度起正式實施十二年國民基本教育。

推動中小學師資、課程、教學與評量協作機制
  為強化跨系統整合,落實推動〈十二年國民基本教育課程綱要〉,成立「教育部中小學師資、課程、教學與評量協作中心」,遴聘實務經驗豐富的退休教育人員擔任規劃委員。自105年8月起實體化運作以來,整合「課程教學研發」、「課程推動實施」、「師資培育發展」及「入學升學輔導」4大系統,並強化中央各主政單位間之整合及協作且深化中央與地方之連結,促成跨系統(教育部各單位)與跨層級(中央-地方-學校)的協作。

強化務實增能,提升學生就業能力
  為彰顯技職教育特色,落實技術型高中務實致用的精神,強化與業界連結,提升技術型高中學生實務能力,以使高職畢業生具有立即就業的能力,並改變社會對技職教育的觀點,教育部自102年起至106年推動〈第二期技職教育再造計畫〉,涉及高職端推動策略主要包括系科調整、課程彈性、設備更新、實務增能及就業接軌等重要策略,透過鼓勵教師赴公民營機構研習及遴聘業師協同教學等,促進業界專家與教師教學相長,強化教師實務經驗,並促進產學合作潛在機會;鼓勵學校發展務實致用特色課程、辦理職場英語體驗營、充實基礎教學實習及發展特色課程需求之設備、鼓勵學生至業界實習與職場體驗及鼓勵學校與產業機構、訓練機構或大專校院共同規劃推展以實務技能學習為課程核心之就業導向課程專班等,以培育學生具備專業實作技術能力,提升學生就業力。

  另亦加強辦理建教合作班及實用技能學程,透過學校與建教合作機構合作,使建教生得於在學期間進入建教合作機構學習職業技能,以年段式精神及就業導向目標規劃實用技能學程,以實務技能學習為主,培育學生就業能力。

The Ministry of Education promotes the reform of courses in senior high schools in order to stimulate students’ development according to their own interests
  Since 1929, the Temporary Courses Standards for Primary and Secondary Education was announced. Until 2007, the Curriculum Guideline for Secondary Education, including the standards, has been revised 13 times. The Curriculum Guideline for Senior High Schools was implemented in the academic year 99, and its major features include: strengthening the general education literacy, developing different teaching material versions for different groups of students, ensuring the availability of optional courses on non-academic subjects, and strengthening the professional autonomy of schools. In July 2005, the working circle of courses affairs development in standard senior high schools and 23 centers of academic subjects was established, in order to assist the related supporting measures of courses promotion, and teacher cultivation.

  The Ministry of Education has promoted the 12-Year Consecutive Courses, and the First Stage of the 12-Year Consecutive Courses was finalized in 2006. To set up the consecutive courses of primary and junior high schools, the Ministry of Education announced the Reference Guidelines of Consecutive Courses of Primary and Junior High Schools in October 2006, which provides research references on the curriculum guidelines of primary and secondary schools. The Curriculum Guidelines of Nine-Year Compulsory Education were finalized in 2008, and were fully operational in the academic year 99. The Curriculum Guidelines of Standard Senior High Schools and the Curriculum Guidelines of Vocational High Schools were finalized in 2008, and were in effect in the academic year 100. The Curriculum Guidelines of Integrative Senior and Vocational High Schools were finalized in 2010, and were fully operational in the academic year 100.

   The Implementation Project of 12-Year Compulsory Education and its supporting measures, named as the Establishment Program of 12-Year Consecutive Courses were approved by the Executive Yuan on September 20, 2011, 院臺教字第1000103358號函. The core concepts of the Establishment Program of 12-Year Consecutive Courses includes: the student-based orientations, the comprehensive and consecutive organization of the courses, and the core literacy of citizenship cultivation. According to these concepts, the Ministry of Education activated the Second Stage of the Establishment Program of 12-Year Consecutive Courses. The National Academy for Educational Research was responsible for research on each revision, and reporting to the Ministry of Education for further review. The core literacy indicators of all educational levels were finalized by the National Academy for Educational Research in 2013. The Course Development Guideline of 12-Year Compulsory Education and the Proposal of 12-Year Compulsory Education Course Development Guidelines were both completed on February 17, 2014.

  On October 27, 2014, the MOE Education Council of Courses in Primary, Junior High and Senior High Schools approved the General Guidelines of the Curriculum Guidelines of 12-Year Basic Education which was announced on November 28, 2014. It is expected to gradually carry out the curriculum guidelines at all educational levels, starting from the first grade in primary, junior high and senior high schools in August, 2019.

  The review of all fields, subjects, and cluster curriculum guidelines in the 12-Year Basic Education, including the editing of the textbook guidelines were all approved, and announced by the end of December, 2018.

The Ministry of Education promotes science education in senior high schools in order to cultivate students with talents in the field of technology.
  The MOE focus on promotional affairs of science education in primary, junior high, and senior high schools includes:
- The participation in International Mathematics or Science Olympiads; until 2018, students of our nation have obtained 362 gold medals, 341 silver medals, 234 bronze medals, and 114 honorary awards.
- The continuous implementation of mathematics and information subjects competitions in senior high schools
- The subsidization of primary and senior high school science education projects
- The student cultivation project of science education in senior high schools
- The National Primary and High School Science Fair and the International Science Fair have been managed by the National Taiwan Science Education Center.

The Ministry of Education encourages students to learn a second foreign language in order to cultivate a comprehensive global perspective.
  Second foreign language subjects were included in the optional courses and regulated by the senior high school curriculum standards in 1983, both to respond to the demands of becoming a global society and to correspond with the trend of cultivating students with a comprehensive understanding of the international world. In 1994, senior high schools started to carry out second foreign language courses for students to take part in, in an experimental education form. In the academic year 85, the Ministry of Education undertook the Experimental Project of Second Foreign Language Optional Courses in Senior High Schools, and its operational period was 3 years. The3rd Session of the 5-Year Promotional Project of Second Foreign Language Courses in Senior High Schools was announced in 2010. In the first and second semesters of the academic year 88, there were in total, 648 classes, with 22,623 students taking second foreign language courses in our nation; the Website of Second Foreign Language Subjects Center was established as well. Until now, in the first and second semesters of the academic year 106, there were in total, 3,042 classes, with 91,450 students taking second foreign language courses in our nation. The total number of students taking second foreign language courses in senior high schools has dramatically increased.

  In order to both promote and undertake international education in primary and secondary schools, and to strengthen the depth and width of international education, the Ministry of Education especially revised and announced the Directions Governing MOE K-12 Education Administration Subsidies for International Education Promotion for Primary, Junior High and Senior High Schools Implementation Plan on October 28, 2016. This plan leads primary, junior high and senior high schools to carry out international education in four dimensions, which include: course development and teaching, international interchange, teachers’ professional knowledge and skills advancement, and the internationalization of schools.

  For the purpose of enabling senior high school students to take part in international interchanges in a practical way, the interchange system of international education tours was set up through the organization of international education resources. For both encouraging foreign students to visit Taiwan on education tours, and inspiring senior high schools in our nation to promote international education tours, the Ministry of Education particularly revised and announced the Directions of Subsidies to Senior High Schools to Implement Education Tours on July 12, 2018.

The Ministry of Education steadily promotes 12-Year Basic Education.
  The Ministry of Education has continuously planned the preparation and related measures of 12-Year Basic Education for the long term. After 2008, the Pilot Program of 12-Year Basic Education was steadily promoted, including 13 sub-programs and 23 projects, in hoping to settle the foundation for the 12-Year Basic Education. After the 8th National Education Meeting, to respond to the requirements of national developments and the expectations from all sectors of society, the Executive Yuan established the inter-departmental Promotional Team of 12-Year Basic Education. The Ministry of Education also set up the Task Force of 12-Year Basic Education and the Task Circle of 12-Year Basic Education, to actively manage related projects, required fees, and operation periods, with the invited experts, scholars, school representatives, and related ministries and departments.

  The Executive Yuan approved the 12-Year Basic Education Implementation Project and its supporting measures on September 20, 2011. The content of the 12-Year Basic Education Implementation Project contained 3 visions: enhancing the education quality in primary and secondary schools, achieving every child’s dream, cultivating students’ competencies to fortify national competitiveness; and 5 major concepts were also included: “In teaching there should be no distinction of classes”, “ Teach students in accordance with their aptitude”, “Nurture students by their nature”, “ Develop diverse school entry paths”, and “Fine quality of transition between each education level”. In addition, 7 major task items (including 10 projects) and 11 supporting measures (including 19 projects), 29 programs in total, were also included. The Ministry of Education cooperates with municipalities, city and county governments to carry out each program of 12-Year Basic Education, through all types of promotion so that all sectors of society may have a complete understanding of the content of this policy.

  The Senior High School Education Act was announced on July 10, 2013, which approved the legislative authority of promoting the 12-Year Basic Education. The 12-Year Basic Education was officially initiated in the academic year 103.

The Ministry of Education promotes the teaching, courses, human resource of teachers, and the evaluation cooperative system in primary and secondary schools.
  To fortify the inter-system organization, the Ministry of Education promoted and implemented the Curriculum Guidelines of 12-Year Basic Education, and established the MOE teaching, courses, teachers, and the evaluation cooperative centers in primary and secondary schools. Experienced and retired members in the education field were selected and hired to be the central organization members. Since the onset of this operation in August 2016, four major systems were integrated: courses teaching development, courses on promotion and implementation, teacher cultivation development, and the guidance of school entries. The integration and cooperation between chief authorities units, and the links between central authority and city or county authorities are strengthened, so as to achieve inter-system (between MOE and all units) and inter-level (between central authority, cities, counties, and schools) cooperation.

The Ministry of Education strengthens students’ practical competencies in order to upgrade students’ future employability.
  The Ministry of Education promoted the Second Session of the Program for Rebuilding Technical and Vocational Education during 2013-2017. The related promotional policies to skill-based senior high schools in the aforementioned project are as follows: to emphasize the features of vocational education, realize the spirit of practical usages in skill-based senior high school education, strengthen the connection with industry, upgrade students’ practical skills in skill-based senior high schools, empower students with employability after their graduation, and thus change the viewpoint of society regarding vocational education. The major promotional strategies in this project include: the modification of departments, flexible courses, renewing facilities, advancement of practical techniques and skills, and connection with future workplaces. The potential opportunities of cooperation with industries are increased through encouraging teachers to: participate in workshops in private organizations, engage in collaborative teaching with professionals in industry, inspire interchanges between teachers in schools and professionals in industry, and strengthen teachers’ practical experience. For the purpose of cultivating students to be equipped with professional abilities in techniques and skills, and thus enhancing their employability, the Ministry of Education encourages schools to set up: practice-orientation feature courses, workplace English workshops, basic education internships and facilities for special course developments, students’ participation in internships in industries or future workplaces. Schools are encouraged to plan employability-orientation courses with training institutes or colleges to boost the acquisition of practical techniques and skills.

  In addition, the cooperative education classes and practical technique courses are strengthened. Via the cooperation between schools and institutes which participate in the cooperative education classes, students may have the opportunity to enter into these institutes and learn related vocational skills and competencies. The practical technique courses are organized according to each year, stimulate employability orientation, are based on technique and skill learnings, and thus cultivate students’ employability.

最後更新日: 2019/11/19


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