高中生涯規劃科素養導向教科書內容與編審觀點之分析與探究

Abstract

素養導向已成為當代課程與教學改革的核心趨勢，然在學術與實務界仍未有一致定義，其教學設計更需結合學科特性與學生發展需求，方能落實課程精神。以高中生涯規劃科為例，如何將課綱理念轉化為教材內容與策略，已成為教材設計與實施的一大挑戰。目前臺灣針對高中階段生涯規劃科教科書的研究明顯不足。鑒於教科書在教學現場具高度依賴性，其品質與設計理念直接影響教與學之深度與品質。本研究旨在探討高中生涯規劃科素養導向教科書內容與分析教科書編審觀點。研究過程採用二階段研究設計，第一階段為跨國高中生涯教育課程綱要內容分析，藉此掌握國際生涯教育發展趨勢，反思臺灣高中生涯規劃課綱內涵與定位；同時分析臺灣之高中生涯規劃科教科書素養導向設計之情況。第二階段為教科書編者、審查者深入訪談，透過訪談7位教科書編者、3位教科書審查者，了解素養導向教科書發展的歷程。最後，綜合兩階段所得之資料，分析並討論教科書發展歷程中的素養設計爭議及相關問題。本研究主要發現如下：一、跨國高中生涯教育指引/課綱之比較分析（一）各國生涯教育指引/課綱理念具文化與制度差異：美國注重個體發展與社會情緒學習、英國倡社會正義、日本強調倫理實踐、臺灣建構「生涯金三角」結構。（二）課程架構普遍重視自我認識、生涯管理與終身學習，並融合社會情緒學習能力，展現全球化與在地實踐兼具之課程設計趨勢。（三）臺灣課綱優勢為制度化明確、結構完整，但仍受升學導向影響，實務應用面對工具化與職涯探索不足之挑戰。二、臺灣高中生涯規劃科教科書之素養導向設計分析（一）教科書版本設計理念與章節架構各異，展現「概念導向 vs 情境導向」、「教師導向 vs 學生導向」等差異。（二）各版本運用生涯理論與心理學觀點深淺不一，多以Super、Holland、Erikson、Savickas等人之理論支撐，惟轉化為學生可理解活動之程度不一。（三）學習活動與提問設計在統整性、本質性與高層次思辨面向落實程度存在差異。三、教科書編者素養導向教材設計歷程探究（一）編者對素養理解多由實作中逐步建構，強調學生主體性與情境連結，並調整教材以因應「1學分」限制。（二）發展策略包含模組化彈性設計、情境導入、開放式提問等，以學生發展為核心，回應實務需求與教學現場條件。（三）教材設計反映課綱理念轉譯為教學策略之過程，需強化專業支持與課程理解能力以穩固素養落實。四、教科書審查者觀點與教材設計挑戰（一）教材審查依據課綱素養原則進行判斷，強調學生主體性、概念統整與歷程學習。（二）現行教材問題包括：活動形式化、價值省思不足、系統性與評量一致性待強化。（三）建議強化課綱與教材審查對話、提供編寫指引與實例、推動有核心主題之彈性模組設計，縮短理想與實踐落差。本研究最後提供高中生涯規劃科課程綱要、素養導向教科書發展及設計、教科書編輯與審查制度之相關建議與省思，供未來生涯規劃科教科書發展及設計實務，以及後續研究之參考。

Competency-based education has become a core trend in contemporary curriculum and instructional reform. However, there is still no universally accepted definition in academic and practical domains, and its effective implementation requires alignment with both subject characteristics and student developmental needs. In the case of high school career planning, translating curriculum guidelines into concrete textbook content and strategies remains a major challenge. In Taiwan, research on high school career planning textbooks is notably limited, despite textbooks being a highly relied-upon resource in classroom teaching, directly influencing teaching depth and learning quality. This study aims to analyze the competency-based design of Taiwan's high school career planning textbooks and explore the perspectives of textbook developers and reviewers. This research adopts a two-phase design. The first phase involves a comparative content analysis of national-level career education curricula from different countries to identify global trends and reflect on the positioning and content of Taiwan's curriculum. It also examines the competency-based design of Taiwan's textbooks. The second phase involves in-depth interviews with 7 textbook authors and 3 reviewers to explore the development process of competency-based textbooks. The findings are synthesized to identify major issues and controversies in the design process. Key findings are as follows:1. Comparative Analysis of International Curricula(1) Curricula differ culturally and institutionally: the U.S. emphasizes individual development and SEL; the U.K. advocates social justice; Japan highlights ethics and social roles; Taiwan adopts the"Career Triangle" framework. (2) Most curricula emphasize self-awareness, career management, and lifelong learning, integrating SEL into curricular goals to balance globalization and local practice. (3) Taiwan’s curriculum is well-structured and institutionalized, yet constrained by an exam-oriented system, leading to challenges in authentic career exploration. 2. Analysis of Competency-Based Design in Taiwanese Textbooks (1) Differences exist across textbook editions in conceptual orientation (concept-based vs. context-based), pedagogical stance (teacher-led vs. student-centered), and presentation style.(2) Career and psychological theories—such as those by Super, Holland, Erikson, and Savickas—are applied to varying degrees, with uneven translation into accessible student activities.(3) Variations exist in the extent to which learning tasks and questions reflect integration, authenticity, and higher-order thinking.3. Development Process of Competency-Based Textbooks by Authors(1) Authors gradually construct their understanding of “competency” through practice, emphasizing student agency and contextual relevance while adapting to the limitation of a one-credit structure.(2) Strategies include modular and flexible design, situational learning, and open-ended questions that center on student development.(3) Textbook design reflects the translation of curriculum goals into instructional strategies, highlighting the need for stronger professional support and curriculum comprehension.4. Reviewers’ Perspectives and Textbook Design Challenges(1) Textbooks are evaluated based on competency-based criteria: student-centeredness, conceptual integration, and process-oriented learning.(2) Current issues include overly formalized activities, insufficient value reflection, lack of systematization, and alignment between learning and assessment.(3) Recommendations include enhancing dialogue between curriculum and review mechanisms, providing clear writing guidelines and examples, and promoting modular designs centered on core themes to bridge the gap between ideals and practice.This study concludes with recommendations for future curriculum design, textbook development, editorial and review mechanisms, offering insights for both practical implementation and future research.