後九年一貫課程時期學校課程發展的變與不變：文化歷史觀點的省思 Changing and Unchanging of the School Curriculum Development in a Period of the Post Grade 1-9 Curriculum: The Perspective of Cultural History

Abstract

九年一貫課程實施一段時日後，各種課程改革方案不斷被提出，特別是十二年國民基本教育課程改革，然由於長久以來課程工作者面對課程改革所持的價值觀，普遍會採取行政管理取向，關心的是如何實施課程的技術面向問題，同時假設新的改革會為學校教育帶來美好的未來，因而導致無視於課程改革背後所蘊含的政治、社會和文化等問題。為了避免重蹈過去的弊病，本研究採「文化歷史」的分析視角，將學校知識視為是一種觀念系統，探討後九年一貫課程時期學校課程發展中「變」與「不變」的相關問題。根據上述，本研究分為五個部分進行探討：首先分析「文化歷史」視角下的課程改革意涵；其次探討後九年一貫課程時期學校課程發展的趨勢；再次則針對十二年國民基本教育課程中變與不變的問題進行批判性分 析；接下來對影響學校課程中變與不變的可能性因素進行探討；最後提出本研究的結論及對未來臺灣課程改革的啟示。 After Grade 1-9 Curriculum been practiced for some years, a variety of curriculum reform programs have continuous been raised, especial in curriculum reform of twelve year basic education. However, most curriculum workers treated the reform from a perspective of administration management. They focused on the technical aspects of curriculum reform, and believed that a bright future of curriculum is coming afterwards. Therefore, they usually ignore the political, social and cultural implication of curriculum reform. To avoid repeating the past limit, this study viewed school knowledge as a concept system, and explored “the changing and unchanging problems” existing in the period of the post Grade 1-9 Curriculum from the perspective of cultural history. This study is divided into five parts: 1. Analyzing the significance of curriculum reform from the perspective cultural history. 2. Exploring the trend of the school curriculum development in the period of the post Grade 1-9 Curriculum. 3. Examining the changing and unchanging problems of twelve-year basic education curriculum. 4. Analyzing the factors that affect school curriculum changes and the same. 5. Providing the inclusions and the implication of curriculum reform in the future.

Keywords

• 文化歷史
• 課程改革
• 學校課程發展
• cultural history
• curriculum reform
• school curriculum development