行動研究在課程發展中的理念與實踐

The Theory and Practice of Action Research in Curriculum Development

林佩璇(Pei-Hsuan Lin)

《課程與教學》 5卷2期 (2002/04) Pp. 81-96+156

https://doi.org/10.6384/CIQ.200204.0081

摘要

九年一貫課程政策主要特點在於將課程決策權由中央釋放到地方和學校。然而，權力的釋放並不能保證課程革新的理想必然實現；本文從台灣過去傳統課程發展的分析，說明課程必須在教師的實踐中加以展現，課程革新隱含在行動的架構中。接著從行動研究緣起詮釋行動研究的主要特點，認為課程革新的重點在透過有系統的計畫、觀察、反省以改進課程品質，解放傳統的角色束縛，展現教師實踐智慧，精鍊專業判斷。然而，作者說明除非教師一起來探索自己的教育價值觀，並尋找方法來變早已熟悉的、例行化的教育實踐，否則課程改變與發展是不容易成功的。目前行動研究在九年一貫課程的實踐上存在一些問題，如陷於科技理性，流於次級研究；方法不適切，無助於課程實踐改進；保守被動心態，阻礙成長空間等，都是亟需克服的地方。最後作者提出一些相對應的策略，期望透過掌握行動研究的精神義涵，規劃有效的行動策略，讓課程發革新更能考慮到課程使用的情境脈絡以配合學校和學生的需要，以改進學校的課程品質。

關鍵字

行動研究 ； 學校本位課程發展

並列摘要

One of the main trends of curriculum innovation is the devolution of curriculum to schools. Based on the analysis of past curriculum development, this study asserts that curriculum innovation will not be successful if it lacks teachers' active participation curriculum development. Action research can be seen as teachers conduct systematic plan, observation, and reflection in order to liberate their traditional roles, demonstrate practical knowledge, and refine professional judgment. Yet, some problems still exists when applying action research in curriculum development, such as sticking to the criteria of rational technology; lack of experiences, time, and resources; and traditional passive roles of teachers. To help educational practitioners improve curriculum quality within their unique school context, several concrete strategies are discussed in the final section.

並列關鍵字

action research ； school-based curriculum development

參考文獻

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Carr, W.,Kemmis, S.(1986).Becoming critical: education, knowledge, and action research.London:The Falmer Press.

Centre for Educational Research and Innovation/ Organization for Economic Cooperation and Developmen(1979).School-based curriculum development.Organization for Economic Cooperation and Development.

Connelly, M.(1972).The functions of curriculum development.Interchange.3(2/3),161-177.