教育改革的潛在課程分析－政治社會學觀點論述

An Hidden Curriculum View Analysis on Educational Reform

張佳琳(Chia-Lin Chang)

《課程與教學》 6卷4期 (2003/10) Pp. 19-35+184

https://doi.org/10.6384/CIQ.200310.0019

摘要

台灣教育改革多年以來，除深陷在政治社會環境中備受挑戰，與普羅大眾在無形間建立了相當緊密的關係，更已然在官／民之間建立起微妙的對話並進行著許多習焉不察的教育過程。本文透過「潛在課程」角度的轉折，試圖就教育改革發展剖析其「系統／環境」、「現象／本源」、「影響／結果」三個面向交互牽動的脈絡化過程，對於宣稱以「自由化」為核心主軸的教改主張與問題，及其正當化與建構自身志趣的意圖加以分析，強調於此「後教改時期」應對教育改革進行動態的觀察，以「追求正當性與合理性之衡平」作為對教育改革的批判與改進之道。

關鍵字

教育改革 ； 潛在課程 ； 政治社會學 ； 後教改時期

並列摘要

This study reviews the content of educational reform from the view of hidden curriculum. Educational reform not only exists in the social world but also in a dynamic condition. It adjusts itself to the systematic interaction, even though political and sociological events are deeply influenced by the social change such as economy, politics, and culture. It consists of internal and external elements and meanwhile, proceeds to the process of input and output. That is to say, system/environment, representation/underground, influence/outcome are the important dimension to analysis the reality of educational-reform.

並列關鍵字

Educational Reform ； Hidden Curriculum ； Political Sociology ； Post-Educational-Reform Period

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