摘 要
近年來不論是高中或是大學皆掀起一陣課程改革的旋風，旨在提升學生對自我之認識，不只有學歷，更要培養學生的學力。108新課綱上路後，學習歷程檔案作為大學選才的一環，引起利害關係人熱烈討論。另一方面，大學端對於畢業生核心能力的要求早已行之有年，各個不同領域系所中也早已推動合頂石課程，作為驗收大學生求學的最後一哩路。作為兩個求學階段的里程碑，本文旨在探討學習歷程檔案與合頂石課程之異同。研究發現三個共同點，分別是1.學習歷程檔案與合頂石課程皆有政策規範與引導；2.學習歷程檔案與合頂石課程之內容、形式相互包含；3.學習歷程檔案與合頂石課程雖名稱不同但功能雷同。另外則有兩個相異點分別為1.學習歷程檔案之評量目標模糊，然而合頂石課程之評量目標清晰；2.學習歷程檔案為外部評量，合頂石課程則為內部評量。作為兩個不同求學階段共同的「出場券」，高中端與大學端若能落實學習歷程檔案的建置與合頂石課程的功能，建立高中生與大學生在邁入下一個人生階段時能穩健而踏實的基礎，不僅有益於學生性向探索與生涯規劃，更能厚植國民軟實力，在少子化的現況與國際競爭不斷加劇的氛圍下，學習歷程檔案與合頂石課程值得教育研究者深耕優化。
關鍵詞：學習歷程檔案、合頂石課程
Abstract
In recent years, educational institutions have focused on curriculum reform to enhance students' self-recognition and academic abilities. This study examines the similarities and differences between academic portfolios and capstone courses in senior high schools and colleges. Both are guided by government policies, overlap in curriculum content and format, and serve as exit tickets for students. However, academic portfolios have unclear assessment objectives compared to the distinct objectives of capstone courses. Additionally, academic portfolios are external assessments while capstone courses are internal assessments. By effectively implementing academic portfolios and capstone courses, students can develop strong foundations for their future endeavors, benefiting their career exploration, arrangement, and soft skills development. Given the challenges of low birth rates and international competition, it is crucial to cultivate and optimize academic portfolios and capstone courses.
Keywords: Academic portfolio, Capstone courses