臺灣九年一貫課程轉化之議題與因應

Transformational Issues of Grades 1-9 Curriculum Reform in Taiwan

張芬芬(Feng-Feng Chang) ； 陳麗華(Li-Hua Chen) ； 楊國揚(Kuo-Yang Yang)

《教科書研究》 3卷1期 (2010/06) Pp. 1-40

https://doi.org/10.6481/JTR.201006.0001

摘要

課程改革理念必須經過逐步轉化才能成為師生具體可用之教科書。本研究以文獻探討及文件分析等方法，針對九年一貫課程發展中最重要的三個環節：課程改革理念、課程綱要以及教科書編審之間的轉化銜接進行探究，藉以了解其中所出現的課程轉化議題與因應之道。研究主要發現有六：一是九年一貫課程主要有四個改革理念：課程統整、學校本位、能力本位和留白課程；二是教育部長頻繁更迭不利課程理念之推動與落實；三是課程綱要已某種程度成功地將課程改革理念予以轉化，具有規範作用；四是中央宜善盡課程管理權責，發展相關釋義文件；五是擬定課程綱要的課程專家宜受邀全程參與課程發展，與學科專家、教學者充分溝通理念，期能協商出理想與現實間的均衡點；六是宜正視教科書趨同現象，再思開放民編教科書之初衷。

關鍵字

課程轉化 ； 九年一貫課程改革 ； 教科書審定

並列摘要

The rationale of curriculum reform has to be transformed step by step into textbooks which can be understood by teachers. This study employed document- analysis to explore the transformational issues happening along with the development from the original ideas of curriculum, curriculum guideline to textbooks' writing and review. The main findings were as follows, 1. The Grades 1-9 Curriculum Reform consist of four major ideas, namely, curriculum integration, school-based curriculum, ability-based indicator and blank curriculum. 2. The frequent changing of the Minister of Education has obstructed reform. 3. The original ideas of curriculum reform have been successfully transformed, to some extent, into the Grades 1-9 Curriculum Guideline. 4. The Ministry of Education should be more responsible in completing supplementary documents for the curriculum guideline. 5. The committee members for the curriculum guideline should work with subject experts and classroom teachers to find a balance between ideas and practice. 6. It is paramount that we face up to the fact that textbooks published by different companies are tending to be more similar; and thus the textbook policies need to be slightly adjusted.

並列關鍵字

curriculum transformation ； Grades 1-9 Curriculum Reform in Taiwan ； textbook review and approval

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