九年一貫課程之基本能力與學習領域的關係─交會合一或相互對話

Convergence or Parallel? The Relationship of Key Competencies and Study Fields in the "Nine Grades Coherent Curriculum Syllabus"

吳毓瑩(Yuh-Ying Wu)

《課程與教學》 4卷3期 (2001/07) Pp. 103-124+196

https://doi.org/10.6384/CIQ.200107.0103

摘要

本文探討教育部於民國八十七年三月公佈之「國民教育階段九年一貫課程總綱綱要」及八十九年三月公佈之「國民中小學九年一貫課程（第一學習階段）暫行綱要」中關於基本能力與學習領域交會合一之矩陣結構所衍伸的各項議題，包括各自不同的功能、行為表現的特質、及彼此的關係，並論述其交會合一之關係的不可能性。從測驗評量角度解析二者之迥異面貌，提出一試探性的新關係，解構目前基本能力與學習領域交會合一共建課程目標之期待，企圖建立平行對話各自擁有需達成的目標然又維持對話的夥伴關係。

關鍵字

九年一貫課程 ； 學習領域 ； 基本能力 ； 能力指標

並列摘要

The paper is aimed to argue about the wrong concept of the matrix between 'key competencies' and' study fields' in the nation's ” Nine Grades Coherent Curriculum Syllabus” developed by the department of education in Taiwan at 1998. The issues regarding the wrong concept include their different functions, different nature of students' performance, and their relations to each other. The impossibility of the existing matrix leads the researcher to propose a new structural relation between' key competencies' and' study fields', which is more toward parallel, dialogical partnership relationship.

並列關鍵字

key competencies ； study fields ； curriculum reform ； indicators

參考文獻

方德隆(2000)。九年一貫課程學習領域之統整。課程與教學。3(1)，1-18。

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