從課程統整到跨領域課程：台灣二十年的論述與問題

台灣自2000年實施九年一貫課程便開始倡導課程統整，試圖鬆動長久以來學校課程裏的學科界限。由於政策的倡導，課程統整成為課程改革的優勢論述，學界和實務界皆投入大量心力。但學界對課程統整有理念分歧，而學校在實施過程中亦備受批評。學者批評學校「為統整而統整」；學校教師責難課程統整的理想過高、不切實際。其後「課程統整」隨着課程微調而勢微，及至2014年新課程綱要倡導跨領域學習，統整的理念再度興起。「跨領域」和「課程統整」雖然語彙不同，卻同樣強調統整學習的重要性，而如今的跨領域課程更強調探究歷程和深度學習。時至今日，要實施跨領域課程，在實務上同樣必須面對學校結構和教師文化的難題。本文探討台灣自2000年迄今將近二十年的課程統整論述與爭論，以及實施上的問題，從中提出未來在十二年國教課程中落實跨領域課程的啟示。

關鍵字

課程統整；跨領域課程；課程改革；課程實施

並列摘要

Curriculum integration had been advocated since the ＂Grades 1-9 Curriculum Guideline＂ was implemented in 2000 for weakening the boundary of school subjects. Because of the policy, curriculum integration became the prominent discourse, and many researchers and educators made great efforts on it. However, some researchers criticized that curriculum integration reform was pseudo-integration. Some school teachers also considered that the goal of curriculum integration was unrealistic. The idea and practice of ＂curriculum integration＂ had become declined until the new curriculum reform emphasized cross-disciplinary learning in 2014. Although ＂cross-disciplinary curriculum＂ and ＂integrated curriculum＂ are literally different, they have the same meaning in the sense of emphasizing learning beyond disciplinary boundary. Cross-disciplinary curriculum in the curriculum reform of the ＂12-year Basic Education＂ especially emphasizes inquiry and deep learning. Therefore, the practical difficulties in the dimensions of administrative structure and teacher culture still exist. This article discusses the curriculum integration discourses and the problems of curriculum implementation in the curriculum reform of the past twenty years, and proposes implications for the cross-disciplinary curriculum implementation in the new Curriculum Guideline of Taiwan.

並列關鍵字

curriculum integration ； cross-disciplinary curriculum ； curriculum reform ； curriculum implementation

參考文獻

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從課程統整到跨領域課程：台灣二十年的論述與問題

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