課程研究典範的轉移：從實證主義到後現代主義的隱喻探究

The Metaphorical Exploration about the Paradigm Shift of Curriculum Enquiry from Positivism to Postmodernism

許文章(Wen-Zhang Xu) ； 白亦方(Yi-Fong Pai)

《關渡通識學刊》 10期 (2014/12) Pp. 43-65

摘要

本文冒在以隱喻的方式，探究從實證主義到後現代主義的課程研究典範轉移。首先，本文針對各課程研究典範的特點加以探究，了解各課程研究典範的不同之處，以及所欲形塑的人格特質;接著闡述典範之所以會產生轉移，係因各典範發展至極致後產生僵化，窒礙難行，後起之典範乃欲補前者之不足，以擴充人類的視野，一窺課程本質之堂奧。再者，指出各典範皆有其首要關注對象，致使所主張的方法論亦不同。換言之，各典範的內容與形式緊密相扣，欲探究不同對象就得使用不同方法，才會達到事半功倍之效。最後，本文強調各典範乃參考的手冊，而非不可更動的圭梟。

關鍵字

課程探究 ； 典範轉移 ； 隱喻

並列摘要

The purpose of this study is to metaphorically explore the paradigm shift from positivism to postmodernism. The four major perspectives of the study are as follows. First, the characteristics of curriculum enquiry paradigms are explored with a view to understanding the differences among the paradigms and the personalities which the respective paradigm is to cultivate. Second, the paradigm shift originates from the stalemate of the development of each paradigm, which brings about the attempt of the latter paradigm to improve the weaknesses of the former and thereby expand human horizon about curriculum. Third, the methodology of each paradigm differs due to the main subject that it concerns itself with. In this sense, the substance (theory) of each paradigm relates closely to its form (method). In order to explore different subjects, one has to employ different methods, so that the enquiry will do itself justice. Finally, this study maintains that each paradigm serves as a manual metaphorically, not a research recipe. The former guides researchers and provides them with advice about how to practice, while the latter prescribes them.

並列關鍵字

curriculum enquiry ； paradigm shift ； metaphor