新世紀的課程研究與發展

Curriculum Study and Development in the New Era

陳伯璋(Chen-Po Chang)

《國家政策季刊》 2卷3期 (2003/09) Pp. 149-167

https://doi.org/10.6407/NPQ.200309.0149

摘要

本文在分析近百年來課程研究的三個發展時期，即「科學實證典範」到「再概念化運動」及「後現代多元主義」的發展，從中評析每一時期課程研究（包含理論架構和方法論）的特性及其限制。然後分別從課程概念，以及理論內涵及方法論來說明未來可能研究的重點。在概念擴展方面提出「再建構」(restructuring)機制的建立，以及注重「在地知識」(local knowledge)、「留白課程」、實踐活動的意義和價值；在理論與方法論方面，則認為「生態取向」、「美學經驗」的詮釋與理解、「巨型－微型」研究的對話，都可以朝「理論化」(theorizing)的方向建構較佳的課程研究典範。

關鍵字

課程研究 ； 課程理論 ； 再概念化

並列摘要

This study is to analyze three developmental stages of curriculum study in the last century, including scientific empirical paradigm, reconceptualization movement, and post-modern pluralism. First, the characteristics and limitations of the study of curriculum in the different stages will be examined deeply. Next, the study will elaborate the key points of a future study in perspective of curriculum concepts, theoretical framework and research methods.
As to the concept elaboration, the ”restructuring” mechanism set-up, the caring of local knowledge, the ”blank curriculum” and the meaning and values of praxis will be proposed within. On the behalf of a theoretical framework and research methods, it will be suggested that the annotation and comprehension of ”ecology-oriented” and ”aesthetic-experienced” approach, and the fusion between the researches of ”macro-micro” are encouraged to direct toward theorizing the construction of a better curriculum study paradigm.

並列關鍵字

curriculum studies ； curriculum theory ； reconceptualization