即將於107學年實施的十二年國教新課綱中，國、高中新增了「資訊科技」必修科目八學分，以因應未來人才培育之需求。為使課綱能符合不同學生需求，並提供教師教學的彈性，已公布的「資訊科技」課綱草案力求精要，避免使教與學流於僵化。由於課綱的學習內容僅臚列學習主題，而主題中究竟應涵蓋哪些重要概念則付之闕如，為使教師或教科書作者更易掌握教學重點，本研究以大慧調查法聚焦專家的意見，歸納專家們認為在「資訊科技」科目學習中所應包含的重要學習概念。研究者首先邀請6位學者專家根據課綱，發展出包含117項學習概念之問卷初稿；接著邀請21位專家進行三回合的問卷調查，最後共有92項概念達高度共識；未達高度共識概念則依照專家問卷回饋意見，探究其可能原因並提出教學相關建議。本研究所得結果可提供未來「資訊科技」科目教師教學、師資培訓、教科書撰寫、及教材發展之參考。

The new computing curriculum for Taiwan secondary schools is scheduled to launch in 2018. To provide teachers with great flexibility, the curriculum only outlines themes and topics for students to learn, without further details on key concepts to be covered. It will certainly be a challenge to the textbooks writers and the computing teachers to decide which concepts to teach and which to skip. This study intends to give suggestions for the "key learning concepts" to be included in the curriculum. The Delphi technique was employed to collect different views and derive consensus from a panel of twenty-one computer science education experts, including computing teachers in schools and professors in universities.
The first draft of Delphi survey questionnaire consists of six themes (programming, algorithms, data representation, processing and analysis, IT applications, IT and human society) and 117 learning concepts developed from the computing curriculum. After three-rounds of survey, the expert panel derived 92 key learning concepts. Concepts which are not yet get consensus from the experts had been examined and provided recommendations for when included in learning. The results serve as useful references for computing teachers and textbook authors when implementing the new curriculum.

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