後現代課程理論之省思

由於後現代主義常受到人們批評為破壞有餘而建設不足，一昧的過於反對普遍性、規範性、統一性，使得社會失序、過於雜亂，且也提不出一套有效的解決方案。相同的，後現代課程理論的論述就是金科玉律嗎？一切課程改革、課程發展及課程設計等，就需以此為依歸嗎？須知，課程是發展出來的，不是創造出來的。後現代課程理論所闡述的相關課程理念，並非就是真理，現代教師們並非一定要全盤接受。畢竟，後現代論述在批判、質疑及解構傳統與現代主流的同時，有可能再陷入另一種霸權的形式，及另一種只破不立的表達形式。雖我國現階段之課程改革嘗試引用了不少後現代課程理論的觀點，例如九年一貫課程改革中之彈性課程、學校本位課程、統整課程及新興課程議題等理念。企圖嘗試建構與落實後現代課程理論的觀點，然而後現代課程理論尚處於一種變化發展的狀態中，對其特徵很難完整的把握。況且，絕大多數的中小學教育工作者，甚至課程政策擬定者，仍然跳脫不了傳統課程理論觀點，於是形成當前課程政策雖站在後現代思維上，然其實施面卻融入不少傳統技術理性的思維。雖是有點反諷，然亦突顯出後現代課程理論的可能缺失或過於理想化的一面。因此，本文的主要目的，即透過對後現代課程理論的認識，反思其可能的缺失，進而提出適切的認知調整，以供相關人員進行課程改革議題之參考。

關鍵字

課程改革；課程理論；後現代課程理論

並列摘要

People usually criticize post-modernism as more destructive than constructive, and as overindulged in denouncing universality, regularity and uniformity. People consider it to be chaotic, ineffective in offering solutions, and harmful to social order. Similarly, are the discussions of post-modern curriculum theories golden rule? Should all curriculum reforms, curriculum development and design be defined by them? It must be noted that any curriculum is developed, not created. All the curriculum ideas illuminated by post-modern curriculum theories are not truth, so teachers are not obliged to accept them all. As a matter of fact, while criticizing, questioning and deconstructing the traditional and modern mainstream, post-modern theories may again be trapped in another form of dominancy and an expressive form that only destroys but doesn't construct. The curriculum reform currently implemented in Taiwan has tried to adopt many viewpoints of post-modern curriculum theories, for example, such ideas as the flexible curriculum, school-based curriculum, integrated curriculum and newly emerging curriculum of the grade 1-9 curriculum. They have tried to construct and put into effect the viewpoints of post-modern curriculum theories. But post-modern curriculum theories exist in a changing and developing condition and are not likely to control their characteristics. Moreover, most educators of primary and secondary schools and even formulators of curriculum policies are still trapped by the viewpoints of traditional curriculum theories, resulting in the fact that although current curriculum policies are based on post-modern thinking, traditional technical and rational thinking is still incorporated in the implementation of these policies. Although this represents an irony, it underscores the possible faults of post-modern curriculum theories or their ideal nature. Therefore, it is the purpose of this thesis to reflect on the possible drawbacks of post-modern curriculum theories through understanding them, and thus bring up relevant adjustment of cognition, which can be referred by concerned people when they are implementing curriculum reform issues.