後現代主義思潮對護理課程的影響及護理教師的因應策略

The Influence of Postmodernism upon Nursing Curriculum Reform and Coping Strategies for Educators

簡麗瑜(Li-Yu Chien) ； 黄翠媛(Tsuey-Yuan Huang) ； 黄秀梨(Shiow-Li Hwang)

《Journal of Medical Education》 10卷4期 (2006/12) Pp. 259-266

https://doi.org/10.6145/jme.200612_10(4).0001

摘要

強調多元開放的後現代主義正蔓延於全球社會现象中，後现代主義思潮對台灣的課程改革也產生影響。台灣過去十年來的教育改革理念引用不少後现代課程理論的歐觀點，如多元價值的尊重、教育结構的鬆绑、及教育主體性的尊重。本文旨在闡述後現代課程理讑的觀點及對當今課程改革產生的影響，借鏡九年一貫的課程改革經駙，對護理教師在面對後現代課程政策時提出因應策略上的建義。護理教師在後現代課程理論中是課程的運用者、設計者、評值者及改善者，應體訒課程改革爲時勢所趨，唯有理解以後現代課程的理念，充實相關的課程專業能力，輿志趣相投的老師合作投身課程研究，並採取合宜的步調進行課程輿教學品質的改善，才能落實課程的改革。

關鍵字

後現代主義 ； 課程改革 ； 護理教育

並列摘要

In a pluralistic and liberal postmodern era, postmodern thinking has begun influencing curriculum reform in Taiwan. Over the last decade, Taiwanese educational reformers have adopted many viewpoints reflecting postmodern theories, such as respect for social diversity, decreasing centralized regulation of education, and respect for academic freedom The purpose of this article is to elucidate how postmodern theories are relevant to education and their influence upon current curriculum reform. This article draws lessons from reforms carried out for grades 1-9, experiences nursing educators may usefully refer to when implementing their own curriculum reforms. Nursing educators should play a central role in developing, designing, evaluating and improving the curriculum. To do so, they must be cognizant of educational trends, understand post-modernism and assimilate aspects relevant to education, collaborate with colleagues on curriculum research, and put reforms into effect at an appropriate pace.

並列關鍵字

postmodernism ； curriculum reform ； nursing education

參考文獻

郭至和(2002)。誰抓住我－課程改革中的教師角色和定位。花蓮師院學報。14(4)，1-24。

蔡文山(2003)。後現代主義思潮對台灣當前課程改革的影響與啟示。台中師院學報。17(2)，113-129。

許朝信(2004)。後現代課程理論的省思。課程與教學季刊。7(4)，27-42。

Curriculum theory and practice

教育政策白皮書