“九年一貫課程”改革之目的與手段

有感於九年一貫課程實施在即，但是亂象橫生。作者認為其中關鍵在於改革之目的與手段被混淆，整個推動過程過度強化改革手段，而忽略目的之闡明。而且改革手段與現行教育生態過於歧異，引起教師心理不安，不利運作。本文的主旨即是以「目的」和「手段」觀點探析「九年一貫課程」，藉由闡明「九年一貫課程」的改革目的、理念與精神，剖析「課程統整」、「學校本位課程」等「九年一貫課程」改革手段與改革目的之關係，而倡議「領域課程統整」、「學校本位課程」等教育改革手段之實施必須具有彈性。教育行政主管單位及輔導推動「九年一貫課程」宜接納多元模式的「九年一貫課程」改革，使學校教育行政人員和教師有意願、有勇氣行動，使教育改革目的與手段能夠相輔相成，實現教育改革目標。

關鍵字

九年一貫課程；手段；目的

並列摘要

The ”Nine Year Joint Curriculum” reform, which is expected to make fundamental changes in domestic practice of school curriculum and instruction, evokes many teachers' unconscious sense of loss, frustration and confusion, and therefore lead many teachers to resist the reform. The author observed that the confusion of the means and the ends of the reform have caused the resistance of many teachers. Most in-serve educational programs of the ”Nine Year Joint Curriculum” reform for teachers were focused on the means of the reform, such as integrated curriculum or school-based curriculum, which are far away from domestic teachers' experience. Moreover, some of those in-serve educational programs have improperly illustrated unified models of integrated curriculum or school-based curriculum to teachers. The ”uniformed” models were not only departed from the ends of the reform, including ”individualization”, ”decentralization”, and ”professionalization”, but also discouraged most teachers to take action to pursue the ends of the reform. To achieve the ends of ”individualization”, ”decentralization”, and ”professionalization”, the means taken should be flexible, pluralized, participatory and collaborative. Teachers should be encouraged to pursue the ends of the reform with extensive variations of means, and to build their professional competence through stepping from the most experienced models to the ideal models.