理論與實際的結合－對教師課程實施的探討

在課程實施的歷程當中，教師角色已從課程之消極傳送者，歷經積極主動的教學媒介，轉換為課程計畫的參與者和決策者。其對課程之實施，極富主動性與獨特性之詮釋能力，所擁有的教學自主權，往往成為課程實施或改革的關鍵角色。本文藉由文獻的回顧，探討教師在課程理論實施歷程的角色與相關地位，歸納重點如後：一、從課程發展之軌跡中，分析出「由理論回歸到實際的發展理念、課程理論是教師概念形成之基礎、容忍課程理論多元化、以理論實際化評估課程實施、教師扮演課程發展之參與者的角色」五個重點方向。二、對教師課程理念的形成環境加以分析。三、歸納教師課程理論的實施歷程。最後並期許教師在課程改革的洪流中不能置身事外，更不應成為改革行動的包袱與障礙，唯有不斷地專業成長，得以促成有效的課程改革。

關鍵字

課程實施；課程改革；課程發展

並列摘要

During the curriculum implementation, the role of teacher has become a curriculum plan participant and decision maker from passive conveyor to active teaching media. For the curriculum implementation, they have the active and unique capability and become the key element in curriculum implementation and reformation for they have the teaching autonomy. From reviewing past literatures about the role and position of teacher on curriculum implementation concludes the following: 1. On the track of curriculum developing, it gets ＂we should develop ideas from the theory base back to the practice side＂, ＂the curriculum theories are the foundation for the teacher to form the concepts＂, ＂to tolerate the diversifications of the curriculum theories＂, ＂use theory realistic to evaluate the curriculum implementation＂, ＂the teachers should play the role of curriculum developing participant＂. 2. Analyze the forming environment of teacher curriculum concept. 3. Conclude the implementation track of teacher curriculum theories. At last, the author suggests that all teachers should get involved in the curriculum reforming or should not become the hinder of reforming. The effective curriculum reforming depends on the continuous growing.