建構「三峽」課程發展機制Constructing the ‘Sunshine’ Curriculum Developmental

Abstract

過去臺灣課程綱要（或標準）的擬訂缺少一套健全的發展機制，常受政治人物或時代潮流的影響，缺少系統性和一貫性，課程決策的合理性和正當性備受質疑。因此，在思考下一波課程改革時，如何依據「板橋模式」的課程發展經驗，並因應時代需要，規劃理想的課程發展機制，實為當務之急。本研究依據混沌理論和複雜理論，強調系統的（system）、自我組織的（self-organization）、永續的（sustainability）的發展原則，由此建構「三峽（Sunshine或3S）課程發展機制」，來因應變化急劇的後現代社會。Without a systematic and consistent mechanism of curriculum development in Taiwan, the national curriculum guideline (or standard) is often influenced by politicians and social trends and, thus, the rationality and legality of curriculum decisions are highly doubted. Hence, before the next wave of curriculum reform, it is vital to construct a more reasonable curriculum developmental mechanism based on the successful curriculum development experience of ‘Banciao model’ and current social environment. Drawing on the chaos theory and complexity theory, this paper attempts to construct the ‘Sunshine’ or ‘3S’ curriculum developmental mechanism, which follows the principle of system, selforganization and sustainability, in order to respond to the drastically changing society of post-modernity.

Keywords

• 混沌理論
• 課程發展機制
• 複雜理論
• curriculum developmental mechanism
• chaos theory
• complexity theory