課程概念重建的發展與爭議－兼論其在課程理解典範之重要性

概念重建論者質疑課程發展典範的泰勒原理已成為技術工具，及憂心1960年代概念實徵的法則推論方式，無法顧及個體及情境差異。因此，提出概念重建來強調個體與歷史、情境脈絡的關聯，重視理論扮演的思考引導角色，也關心價值涉入的課題。概念重建為課程理解典範之始，可分為探討鉅觀面的社會結構、微觀面的自我意識與主體性兩種向度。論及概念重建的發展與壯大，William Pinar可謂居功厥偉。本文即就「概念重建」一詞的意義、起源背景、Pinar與概念重建的關係，及概念重建對課程理解典範的重要性、所具特色與面對的爭議，分別進行探討、分析和評論。

關鍵字

概念重建；課程理論；課程理解典範

並列摘要

”Reconceptualization” prompted by William Pinar in 1970's is divided two dimensions: one is the macro-social structure, another is the micro-self-consciousness and individuality. The reconceptualists had doubted the ”Tyler Rational” as a technological instrument, and argued that the individuality of students would be detracted from the generalizations which were emphasized by concept-empiricism. The tenet of reconceptualization has been suggested that we must insist on the relationships among individuality with history, culture and social milieu. Thus the self-reflection of the individual with the social structure is important. Three dimensions of the article are explored as follows: (1)the meaning, origins and characteristics of ”reconceptualization”,(2)the importance of reconceptualization on the paradigm of ”curricular understanding,”(3)the controversy about reconceptualization. Finally, the author suggests some directions for further reflection and research.

並列關鍵字

reconceptualization ； curriculum theory ； curriculum understanding paradigm

參考文獻

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被引用紀錄

邱瑋芸（2008）。高中「新興科學技術」學校本位課程發展與實施之評鑑研究〔碩士論文，淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2008.00793

Shih, N. C. (2009). 主體互動下的視覺藝術課：以讀者反應理論及巴赫汀早期美學論述國中生的詮釋行為 [master's thesis, Taipei National University of the Arts]. Airiti Library. https://doi.org/10.6835/TNUA.2009.00065

余芳（2009）。國中歷史課程設計的理論與實踐--以目標及歷程模式為中心〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315161314

延伸閱讀

魏豐閔、施登堯、沈劍威（2018）。體育師資培育課程概念重建之反思：以再概念化學派之觀點。中華體育季刊，32(2)，85-94。https://doi.org/10.3966/102473002018063202001
李素枝（2006）。探討以Blog型態之課程內容註解在問題導向學習模式下的計算機概論教學課程〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2304200714371704
林家華（2021）。觀點革命：探討後設認知理論導入設計科系策展企劃教學之學習歷程與成效。設計學報，26(2)，111-134。https://www.airitilibrary.com/Article/Detail?DocID=16068327-202106-202107090008-202107090008-111-134
張芬芬（2007）。後現代質性研究：特徵及其對課程研究的蘊義。課程與教學，10(3)，31-48。https://doi.org/10.6384/CIQ.200707.0031
黃寬重、陳肇萱（2020）。Development of ＂Academic Literacy＂ for College Students - Curriculum Design and Practice of the Curriculum, Unification vs. Separation: Analysis of Historical Phenomenon。長庚人文社會學報，13(1)，29-60。https://www.airitilibrary.com/Article/Detail?DocID=20709455-202004-202205240008-202205240008-29-60

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課程概念重建的發展與爭議－兼論其在課程理解典範之重要性

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