學校本位課程發展的個案研究: 台北縣鄉土教學活動的課程發展

A case study of school-based curriculum development: Taipei County's Local Culture Initiative

林佩璇(Pei-Hsuan Lin)

指導教授 ： 黃光雄博士

國立臺灣師範大學/教育學院/教育學系/博士(1999年)

摘要

學校本位課程發展的個案研究:
台北縣鄉土教學活動的課程發展
摘要
依據教育部八十七年九月公布的九年一貫「國民教育階段課程總綱綱要」, 學校本位課程發展將成為未來重要課程發展模式。研究者認為任何教育改革無論是來自中央或民間的勢力, 除非能落實到教室的課程和教學層面及教師主動地參與, 否則所有的努力都只會流於短暫的口號。然而, 以往當課程的政策由中央決定時, 教師鮮有機會了解課程發展的過程; 當課程改革由行政及學者主導時, 少有研究注意到草根式的課程革新。本研究旨在藉由鄉土教學活動作為個案來探索學校本位課程發展的歷史背景、課程發展的過程, 教師參與的角色任務, 並分析影響課程發展的因素。
學校本位課程會因應不同學校、地區文化、學生特質展現不同的發展特性, 因此, 本研究採用自然研究典範的個案研究途徑以探討多元的觀點和了解人際互動過程。研究過程主要分為兩個階段: 初步研究及正式研究。初步研究在協助研究者進入研究場境並了解重要的研究問題; 正式研究再深入探索研究問題。
研究發現學校本位課程發展是一個很複雜的過程, 它不僅關心課程教材內容編寫而已, 同時也包含了分析、試教、評鑑、修正、師資培育、人際溝通協商等活動。因此, 教師在學校本位課程發展中, 同時具備研究者、協商者、諮詢者、和評鑑者等多重角色任務。探討影響學校本位課程發展的因素, 研究結論單靠國家課程政策權由中央轉移到地方教育機構, 並不能保證學校及教師能有效或主動地參與學校本位的課程發展。學校本位課程發展必須建立在幾點基礎上: (1)國家課程政策及理念必須有效地傳達給學校及教師; (2)教師的專業覺醒和反思, 並主動參與課程決策; (3)學校氣氛的建立; (4)教育行政機構和外在系統的支持。
分析研究設計, 研究者認為學校本位課程發展在台灣尚屬起步階段, 通則化的研究尚不適合於了解現階段的的課程發展。日後的研究仍可採用自然典範的研究設計為主, 運用深度的個案研究和參與觀察來探索學校本位課程的發展。研究範圍則可擴及不同的學校層級和學習科目, 對課程發展的不同活動再深入探討。
最後, 本研究提出一些建議, 以改進未來學校本位課程發展的實施。這些建議包含擬具鼓勵學校和教師參與課程發展的具體政策方針、擴充補助地方教育單位和學校課程發展所需的經費、成立課程發展專門諮詢單位、結合課程評鑑與課程發展、教師主動參與課程行動研究、學校校長以專業領導取代行政領導、教師培育應著重課程發展和反省思考能力的培養。

關鍵字

課程發展 ； 學校本位課程發展 ； 行動研究 ； 鄉土課程 ； 個案研究

並列摘要

A Case Study of School-Based Curriculum Development:
Taipei County's Local Culture Initiative
Abstract
Like many western countries with centralized education systems have recently adopted policies of encouraging schools to take a greater part in curricular decision-making, in Taiwan, school-based curriculum development (SBCD) has been instituted as a future national curriculum policy and has been expected to be implemented in 2001. The main reasons for the trend towards SBCD stem from disappointment with the curricular renewal through large-scale national projects, recognition that curricula should better reflect the needs of each particular school, and concern about the teacher professional autonomy.
However, under a centralized educational structure, curriculum development has not belonged to teachers' professional activities and teachers have been effectively confined to their classroom merely to implement the nation-wide curriculum with rigorous fidelity in Taiwan. This study aims to investigate several questions: If schools exercise greater control over curriculum development, how do they decide on curriculum strategies to implement? To what extent do teachers actually participate in curriculum decision-making?
To understand the particular details of a case and various perspectives about SBCD instead of formulating generalizeable regulations for describing SBCD, this study adopts a naturalistic case study with a long-term engagement in research site in order to interpret the meanings of participants' situated actions in, and reactions to, SBCD.
This study concludes that SBCD cannot be gained very simply by removing or easing the limitations or constraints set up by central authorities. The theoretical assumptions that inform this study --curriculum theory and practice can not be isolated to each other; any curriculum innovation has to take account of teachers' active participation in decision-making process--allow much discussion among curriculum decision-making process, teachers' role in curriculum development, and crucial factors influencing SBCD.

並列關鍵字

curriculum development ； school-based curriculum development ； action research ； local culture curriculum ； Case study

參考文獻

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Reynolds, J., & Skilbeck, M. (1976). Culture and Classroom. Macmillan.

Ariva, T (1987). 'Centralised' school based development-a contradiction in terms. In N. Sabar, J. Rudduck, & W. Reid (Eds.), Partnership and autonomy in school-based curriculum development: Policies and practice in Israel and England (pp. 42-50). Sheffield, UK: Division of Education, University of Sheffield.