2013年11月30日課程審議會通過「十二年國民基本教育課程發展建議書」及「十二年國民基本教育課程發展指引」兩份課程文件。其中，建議書提出十二年國民基本教育課程以「成就每一個孩子—適性揚才、終身學習」為願景，結合「自發、互動、共好」的基本理念，從學生生命主體的開展為起點，以「啟發生命潛能、陶養生活知能、促進生涯發展、涵育公民責任」為目標。本文即從此波十二年國民基本教育課程改革的主要政策取向開始談起，探討校長面對此波改革如何運用課程領導領航學校。在上述的研究背景下，首先描述十二年國民基本教育課程的新時代意義；接著，以校長課程領導專業發展的時代趨勢探討課程領導的關鍵性，並點出校長進行課程領導的困境；最後，提出面對十二年國民基本教育課程改革，校長進行課程領導要具有「培育兼具宏觀願景與微觀分析的統整規劃能力」、「建立兼具校內凝聚與校外形象的支持後援系統」、「型塑兼具學生學習與教師成長的課程發展機制」、「轉變兼具自主管理與數字管考的績效管理思維」、「深耕兼具永續經營與專業成長的正向積極文化」的新思維。

In November 30, 2013, the curriculum council approve two documents – “The schedule of twelve-year compulsory education curriculum” and “The index of twelve-year compulsory education curriculum”. In these documents, it claims two concepts. First, children should develop their own interest in learning and teachers should give them supports to build up their strength. Second, students can make their learning last a lifetime with interest. To achieve the target, students are the main subjects during the process of education, and teachers should help them to develop their potential, cultivate their life knowledge, and promote their career development. Consequently, this essay mainly focus on the modification of twelveyear compulsory education curriculum, and discuss how the principal lead the reformation of curriculum. In the background of the research, fi rstly, describe the new age meaning of the twelve-year compulsory education curriculum. Secondly, discuss the key point of the curriculum leadership from the principal’s professionalism and point out the predicaments which the principal may encounter during the process. Finally, recommend the principals five new perspectives on “fostering the ability of the great visions and micro-analysis”, “establishing the support system of the internal part and the external part”, “building up the curriculum development system of the student’ learning and the teacher’ growth”, “cultivating positive culture of sustainable operation and specialized growth”, “working hard on positive culture of sustainable use and specialized operation”