第七十一輯．第三期「108課綱回顧與前瞻」專刊－下（Open Access） - 2025-09-30

（專刊論文）【議題／實務評論】日本《2017學習指導要領》的系統性和實踐性分析及其啟示

（Special Issue Paper）【Issue/ Practice Critical Review】Analysis of the Systematic Structure and Practical Approach to Japan’s 2017 Curriculum Guidelines

作　者：
李宜麟、楊思偉、楊裕貿 / Yi-Lin Lee, Szu-Wei Yang, Yu-Mao Yang
關鍵字：
108課綱、2017學習指導要領、日本、課綱系統性、課綱實踐性 / Curriculum Guidelines of 12-Year Basic Education, 2017 Curriculum Guidelines, Japan, curriculum integration, curriculum practicality
  • 摘要
  • 英文摘要
  • 參考文獻
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（1）研究目的：本文旨在探討日本《2017學習指導要領》之系統性和實踐性做法，即如何依據教育目標和課程目標，呈現修訂主要理念、修訂主軸概念、指引教學與學習策略、規範評量學習成效策略，以及提出實施配套措施，包括數位基礎設施、數位內容與軟體，以及推動全國學力測驗，依測驗成果分析實施成效，作為下次修訂之參照依據等。最後提出結論和啟示，作為國內108課綱（《十二年國民基本教育課程綱要》）於總綱內容架構和課綱實踐日後修正精進之參考。（2）主要理論或概念架構：本文以課綱「系統性」理論為主要核心概念，探討日本《2017學習指導要領》架構的系統性，同時分析其實踐層面的具體指導方針與策略，最後歸納系統性和實踐性做法之特色後，提出對我國課綱實施之啟示。（3）研究設計／方法／對象：本研究運用文件分析法，先探討國內108課綱的問題點，再分析日本《2017學習指導要領》總綱內容和教學等實踐做法，深入探討日本如何透過《2017學習指導要領》總綱論述的系統性架構，包含明確界定修訂理念、核心素養（資質‧能力）、課程實施理念，規範學生的學習方式與教師教學方法、學習成效評量、學科K-12之系統性與銜接性，以及如何以學習指導要領實施為中心，進一步結合資訊與通訊科技（Information and Communication Technology, ICT）數位基礎設施、數位內容與軟體、全國學力測驗等配套政策，使學習指導要領系統性得以完整被實踐。（4）研究發現或結論：日本學習指導要領除在架構呈現系統性，發揮實質整合運作功能，更呈現利用數據優化的特徵，進而展現其運作政策與現場實踐的高度整合。首先，日本《2017學習指導要領》架構涵蓋對未來社會的理解、教育課程設計、教科目標與內容、教學方法與評量等內容。其次，藉由連結政策、課程、教學和學習、評量、教師在職培訓，並利用數位基礎設施與GIGA（Global and Innovation Gateway for All）學校理念，以核心素養（資質‧能力）為中心，完整鏈結學習指導要領目標、學習內容、學生在課堂的學習方式、教師教學、教材等，有效發揮實踐效益。另外為確保《2017學習指導要領》實施成效，透過全國學力測驗分析結果，檢討學生學習方式、教師教學方法及數位基礎設施、數位內容和軟體對培養核心素養（資質‧能力）的關聯性，據此持續調整相關理念，滾動精進相關措施及進行措施間的有機整合。（5）理論或實務創見／貢獻／建議：依據日本經驗，建議我國課綱修訂需強化敘述架構的整體性，明確闡述社會發展背景及學校教育的定位，並以核心素養為核心，建立教育和課程目標、學習和教學方式、學習評量、師資培訓、數位基礎設施、數位內容和軟體、學習成效測驗等之間的連結，為學生學習、教師教學和評量提供明確方向，進而確保課綱實施成效。同時，亦應建立數據驅動改善機制，透過全國評量測驗和課綱實施調查結果，評估學生核心素養、學習、教學方式及數位資源應用等成效，將結果回饋於課綱規劃與實施策略，確保課綱與時俱進及相關措施的有機整合。
(1) Purpose: This study explores the systematic and practical approaches of Japan’s 2017 curriculum guidelines– that is, how the main revision concepts, key framework, instructional and learning strategies, and assessment criteria were formulated based on educational goals and curriculum objectives. It also examines the supportive measures for implementation, including digital infrastructure and content, and the promotion of a national achievement test to assess curriculum implementation and provide a basis for future revision. The findings can serve as a reference for the ongoing improvement of Curriculum Guidelines of 12-Year Basic Education, particularly regarding the structure of its General Guidelines and the practice of curriculum implementation. (2) Main Theories or Conceptual Frameworks: This study adopts the theories of “systematicity” of curriculum guidelines as its core conceptual framework to examine the systematic structure and practical approach to Japan’s curriculum guidelines. It also analyzes the concrete guidelines and strategies at the practical implementation level of the curriculum. By reflecting on and evaluating the deficiencies in Curriculum Guidelines of 12-Year Basic Education, the study concludes with relevant recommendations to serve as a reference for future curriculum revisions and deliberations by domestic stakeholders. (3) Research Design/Methods/Participants: This study adopts a document analysis approach. It begins by examining the issues present in the Curriculum Guidelines of 12-Year Basic Education. It then draws on the planning and implementation experience of Japan’s 2017 national curriculum guidelines to explore how Japan, through the systematic structure of its curriculum framework, clearly defines the revision philosophy, core competencies, and curriculum implementation principles. The study further analyzes how Japan specifies students’ learning methods and teachers’ teaching approaches, key points and lesson allocations for subject revisions, learning outcomes assessment, as well as the systematic continuity and alignment across K-12 subjects. Additionally, it investigates how Japan places the curriculum at the center while integrating supporting policies such as Information and Communication Technology (ICT) infrastructure, digital content and software, and national academic assessments, thereby realizing the core value of curriculum systematicity in practice. (4) Research Findings or Conclusions: Japan’s curriculum guidelines not only demonstrate systematicity in their structure and effective functional integration but also exhibit characteristics of optimization through data utilization, achieving a high level of alignment between policy and practice. First, the framework of Japan’s curriculum guidelines encompasses an understanding of future societal needs, curriculum design, subject objectives and content, teaching methods, and assessment strategies. Second, the guidelines connect policies, curricula, learning and teaching, assessment, and in-service teacher training. They leverage digital infrastructure and the GIGA (Global and Innovation Gateway for All) school concept to integrate curriculum objectives, learning content, classroom learning approaches, teaching methods, and instructional materials around the core competencies (qualifications and abilities). This ensures the practical effectiveness of the curriculum implementation. Lastly, to ensure the effectiveness of curriculum implementation, nationwide academic performance assessments are used to analyze students’ learning methods, teachers’ instructional approaches, and the relationship between digital infrastructure, digital content, and software in fostering core competencies. Based on these analyses, strategies related to the curriculum are continuously adjusted, refined, and organically integrated to enhance overall measures and ensure continual improvement. (5) Theoretical or Practical Insights/Contributions/Recommendations: Drawing on Japan’s experience, it is recommended that Curriculum Guidelines of 12-Year Basic Education revisions strengthen the overall coherence of the structural framework, including explicitly articulating the societal development context and the role of school education. Centered on core competencies, the curriculum should establish clear connections among educational and curriculum objectives, learning and teaching methods, assessment strategies, teacher training, digital infrastructure, digital content, and software. This unified direction for learning, teaching, and assessment would ensure the effective implementation of the curriculum guidelines. Additionally, a data-driven improvement mechanism should be established. By utilizing results from nationwide assessments and curriculum implementation surveys, the effectiveness of student core competencies, learning and teaching methods, and the application of digital resources can be evaluated. These results should then inform feedback for curriculum guidelines and strategies, ensuring that the curriculum remains current and that associated measures are organically integrated for continual improvement.
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