ABSTRACT Background: To help equip students with 21st century competencies, one popular strategy adopted by governments and schools worldwide is to move from less formal to more engaging school environments through School-Based Curriculum Development (SBCD). In Singapore, the governmental call to Teach Less and Learn More has galvanised SBCD in schools nationwide. Schools have been given more autonomy and greater flexibility to develop diverse approaches in innovating their own curriculum frameworks. Purpose: This study aims to provide a nuanced, retrospective account of the enactment of SBCD via Information and Communication Technology (ICT)-integrated, theme-based programmes in a primary school in Singapore. The research questions that guide this study are: (1) How do the school stakeholders enact SBCD? (2) How does the enactment affect the school stakeholders? Method: This study looked into curriculum innovation using a retrospective lens and employed a case study approach to examine the enactment of SBCD in the school. Five focus group discussions (FGDs) were conducted with the major stakeholders of the school, including two school leaders, ten key personnel and ten teachers across different subjects and grade levels. Thematic analysis of the data was undertaken. Findings: Four themes and twelve associated sub-themes were identified from the analysis of the FGDs. The four themes include experimentation, support, growth and challenges. This whole-school approach to curriculum innovation had a clear focus on mobilizing the school community to tackle the uncertainties of implementing an innovative curriculum. The stakeholders played diverse but intertwined roles throughout different stages of the enactment process, producing strong collegiality amongst the stakeholders. This prevailing collegiality, as embedded in the active participation of the stakeholders in a multiplicity of collective sharing and learning practices, seems likely to help the school achieved desired outcomes. Conclusions: The whole-school approach to curriculum innovation in the case school is promising from the perspectives of teaching-learning and student outcomes, but cannot provide a panacea for all the challenges encountered in the enactment process.

中文翻译：

---

研究新加坡校本课程发展 (SBCD) 的制定

摘要背景：为了帮助学生具备 21 世纪的能力，世界各国政府和学校采用的一项流行策略是通过校本课程开发 (SBCD) 从不太正式的学校环境转变为更具吸引力的学校环境。在新加坡，政府呼吁少教多学已经在全国学校中激发了 SBCD。学校获得了更大的自主权和更大的灵活性，可以开发不同的方法来创新自己的课程框架。目的：本研究旨在通过信息和通信技术 (ICT) 集成的、基于主题的计划在新加坡的一所小学中对 SBCD 的制定提供细致入微的回顾性说明。指导本研究的研究问题是：(1) 学校利益相关者如何制定SBCD？(2) 条例对学校持份者有何影响？方法：本研究使用回顾性镜头研究课程创新，并采用案例研究方法来检查学校 SBCD 的制定。与学校的主要利益相关者进行了五次焦点小组讨论 (FGD)，包括两名学校领导、十名关键人员和十名不同学科和年级的教师。对数据进行了专题分析。结果：从 FGD 的分析中确定了四个主题和十二个相关的子主题。这四个主题包括实验、支持、成长和挑战。这种全校课程创新的方法明确侧重于动员学校社区解决实施创新课程的不确定性。在颁布过程的不同阶段，利益相关者扮演着不同但又相互交织的角色，在利益相关者之间产生了强大的合作关系。利益相关者积极参与多种集体分享和学习实践，这种普遍存在的集体性似乎有可能帮助学校取得预期成果。结论：案例学校的全校课程创新从教与学和学生成果的角度来看是有希望的，但不能为制定过程中遇到的所有挑战提供灵丹妙药。在颁布过程的不同阶段，利益相关者扮演着不同但又相互交织的角色，在利益相关者之间产生了强大的合作关系。利益相关者积极参与多种集体分享和学习实践，这种普遍存在的集体性似乎有可能帮助学校取得预期成果。结论：案例学校的全校课程创新从教与学和学生成果的角度来看是有希望的，但不能为制定过程中遇到的所有挑战提供灵丹妙药。在颁布过程的不同阶段，利益相关者扮演着不同但又相互交织的角色，在利益相关者之间产生了强大的合作关系。利益相关者积极参与多种集体分享和学习实践，这种普遍存在的集体性似乎有可能帮助学校取得预期成果。结论：案例学校的全校课程创新从教与学和学生成果的角度来看是有希望的，但不能为制定过程中遇到的所有挑战提供灵丹妙药。由于利益相关者积极参与多种集体分享和学习实践，这似乎有助于学校取得预期成果。结论：案例学校的全校课程创新从教与学和学生成果的角度来看是有希望的，但不能为制定过程中遇到的所有挑战提供灵丹妙药。由于利益相关者积极参与多种集体分享和学习实践，这似乎有助于学校取得预期成果。结论：案例学校的全校课程创新从教与学和学生成果的角度来看是有希望的，但不能为制定过程中遇到的所有挑战提供灵丹妙药。