臺灣高中藝術生活課程政策形塑之研究：利害關係人論述立場之分析

Contextual Analysis of Curriculum Policy Formation of Senior High School Arts and Life Curriculum Guidelines in Taiwan: A Study of the Significant Stakeholders' Discourses

趙惠玲(Huei-Ling Chao) ； 楊孟蓉(Meng-Jung Yang)

《藝術教育研究》 21期 (2011/05) Pp. 37-79

摘要

「藝術生活」爲臺灣高中階段藝術教育的新設科目，自設置以來，因學科知識結構於歷次課程政策修訂中頻有更動，引發許多討論。課程政策作爲學校教育軸心，影響深遠。本研究之目的即在透過藝術生活課程政策相關利害關係人之論述，分析其自民國84年設置成形，95年轉爲必修，到99年學科知識結構轉向的形塑過程，並探究其學科知識結構轉變與利害關係人權力結構之間的關係。研究結果顯示，藝術生活課程政策在不同階段的修訂過程中，均呈現了萌芽期、磨合期、權宜期的發展脈絡。萌芽期爲課程概念的醞釀與提出草案；磨合期爲草案出爐至公布間的協調與修正；權宜期則爲課綱定案後實施與配套的措施。同時，在不同階段的修訂過程中，藝術生活學科知識結構的演變與課程政策利害關係人的權力結構呈現了不同的互動關係。

關鍵字

八十四年高級中學課程標準 ； 九九新課綱 ； 九五暫綱 ； 利害關係人 ； 課程政策 ； 藝術生活

並列摘要

Since the announcement of ROC Ministry of Education's 1995 Senior High School Curriculum Guideline, ”Arts and Life” was added as a new subject nationwide. Since then, the Guidelines had been through three revisions each differed from the '95 original and differed from each other greatly. The current research intended to study and analyze the implicit discourses of the versions. A major focus of the examination was on the shifting power structures among the significant stakeholders involved in the metamorphosis of the texts. It was found that all periods of transition shared similar developmental stages. The first stage was the forming stage in which different ideas were openly addressed. The second stage was the storming and norming stage in which protocols were negotiated and announced. In the final performing stage, all complementary measures and promotional efforts were delivered. In all, the diverse interrelationships within the significant stakeholders during these policy shaping transitions revealed complicated power structures, which remained to be observed in the future.

並列關鍵字

Arts and Life ； senior high school curriculum standards ； general provisional guidelines for ordinary senior high school curriculum ； general guidelines for ordinary senior high school curriculum ； stakeholder ； curriculum policy

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