潛在課程取向及其對教育機會均等之啓示

The Inquiry of Hidden Curriculum Approaches and the Implication for Equality of Educational Opportunity

林素卿(Su-Chin Lin)

《彰化師大教育學報》 16期 (2009/12) Pp. 31-46

https://doi.org/10.6769/JENCUE.200912.0031

摘要

教育機會均等一直是社會所追求的目標，它象徵著社會公平、正義之實踐，其主要訴求係以消除或減輕因社會階級、性別、種族、宗教差異等因素所造成的機會之不平等。「潛在課程」所蘊含的教育觀、課程觀、知識觀和學習觀，直接影響學校知識的選擇、分類、分配與傳遞，間接形塑學生學習態度、理想、信念和價值，對學生的影響無形而深遠，也是影響教育機會均等的關鍵。本文探討潛在課程的取向後，提出給予每位學生相等的機會發展才能、重新檢視學校知識的合法性與權力的關係、強調學生主體意識的能動性與重視多元文化教育、落實校園民主等具體主張爲教育機會均等理論與實踐之參考。

關鍵字

潛在課程 ； 潛在課程取向 ； 教育機會均等

並列摘要

To eliminate or alleviate the inequality of life chance caused by such factors such as social classes, sex, race, and religious belief is the aim of claiming equal educational opportunity. Hidden curriculum embraces perspectives of education, curriculum, knowledge, and learning which not only directly influence the selecting, distributing, and delivering school knowledge but also indirectly shape students' learning attitudes, beliefs, and values. Therefore, it is also a factor influencing equality of educational opportunity. After literature review of hidden curriculum approaches, this article provides four implications for equality of educational opportunity including giving each student equal opportunity to develop his/her abilities, examining the relationship between the justification of school knowledge and power, stressing the active role of the student's subject consciousness and multicultural education, and implementing school democracy.

並列關鍵字

Hidden curriculum ； Hidden curriculum approach ； Equality of educational opportunity

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