為順利推進12年國教課綱，教育部於2016年啟動高中階段的「前導學校計畫」。前導學校計畫以「專業學習網絡」與「民主專業主義」兩大「實作邏輯」，加強共力的支持系統與協作的參與機制，通過「任務共享」、「協力共做」與「協力問題解決」的實作方式，形成網絡專業資源與連結。本篇論文從政策實踐角度切入，說明前導學校的政策定位、功能、實施效益及其實踐意義。前導學校在政策設計上是課綱轉化的共力支點，計畫以區域諮詢輔導的政策引導為經，學校課務實施問題診斷為緯，通過專業學習而使群體行動蘊含問題解決與公共性的意涵，賦予「民主專業主義」的想像，試圖促動「新的社會關係」與區域的「專業資本累積」。

In order to smoothly implement the 12-year national curriculum guidelines, the Ministry of Education launched the Pilot School Program at the high school stage in 2016. The Program utilizes the two major logics of practice: professional learning network and democratic professionalism, to strengthen the support system and collaborative participation mechanism through task sharing, collaborative working and collaborative problem-solving. These methods then help to form the connection and networking of professional resources. Taking a pragmatic approach, this paper aims to illustrate the position of the policy, function, benefits, and meanings of the pilot school program. The pilot schools were supposedly designed as a leverage for co-generating collaborative working. The transformative purpose for this program is achieved by means of region-based and policy-guided advisory activities, assessing and problem-solving of curriculum restructuring. Through continuing professional learning and exchange, these school efforts might bring about the capabilities of collective problem-solving and public consciousness. These practices might be more likely to inspire imaginaries of democratic professionalism, promote the new social relations and the accumulation of professional capital through regional alliances.