課程行動研究－從「專業成長」剖析教師角色轉化的困境

Curriculum Action Research: Teachers' Professional Development and the Paradoxes of Role Transformation

林佩璇(Pei-Hsuan Lin)

《課程與教學》 6卷3期 (2003/07) Pp. 129-145+180

https://doi.org/10.6384/CIQ.200307.0129

摘要

行動研究受到重視乃是認為課程活動中，教師是一個不可缺少的主體，尤以在後現代社會中，社會情境隨著時空無限地延伸，教育將面臨更多元的價值和不確定性，而課程改革也無時不在進行著，為了縮短理論與實踐的鴻溝，教師必須更有系統性地從事慎思以進行課程發展和改進。台灣過去十多年來，在一波波課程改革中，釋出「教師即課程研究者」一概念，希望教師配合社會變遷，主動參與課程發展，展現出更深的洞察力，重新審視自己的角色。換言之，課程行動研究正是提昇和精鍊教師專業判斷的契機。然而，權力的釋放並不能保證課程革新的理想必然實現，若從另一面向思索，除非教師一起來探索自己的教育價值觀，並尋找方法來改變早已熟悉的、例行化的教育實踐，否則課程改變與發展是不容易成功的。目前許多教育人員雖冠用了「行動研究」的名稱，事實上仍多將專業成長定位在行政績效的成果表現上，如此不僅無助於課程實踐改進，反而再次陷入科技理性的窠臼中，形成另一個危機－阻礙教師角色轉化的空間。

關鍵字

行動研究 ； 課程行動研究 ； 教師專業成長

並列摘要

The key idea of curriculum action research is that teachers have to take a greater part in curriculum decision-making in deal with the gap between theory and practice. In the past decade, based on the need of curriculum reform, curriculum action research has become a trend to demonstrate teachers' professional abilities and improve curriculum quality. However, this study analyzes that curriculum practice is not necessarily better just simply by adopting action research. Firstly, this paper explores the historical background of curriculum action research in Taiwan. Then, it argues that traditionally, under a centralized educational structure, curriculum action research is reconstructed as a personal professional process in which optimizes teachers' performance in terms of their technical efficiency. Finally, it investigates the paradoxes of role transformation when teachers participating in curriculum action research. The author analyzes that the technical construction of action research matches the trend toward assessing teachers' performance against particular standards. In this context, again, the teachers as a curriculum innovator is replaced by the teachers as a functionary.

並列關鍵字

action research ； curriculum action research ； professional development

參考文獻

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