從課程「控制」看教科書的再概念化

本文首先從新馬克斯主義課程學者對於教科書的批判，指出了國家與市場經濟霸權的運作不僅使教科書日趨商品化，也使某些特定的社會群體繼續保有其優勢。但就教育體系本身而言，控制即方法化源於歐洲十六、十七世紀的方法化運動，二十世紀的科學化管理運動將其推至頂點，課程理論深受影響，以泰勒法則做為課程發展唯一模式的思維至今仍具有相當的支配力量。不過，以外在、附加形式來探討課程控制，對於再概念化教科書有其侷限。控制可視為是許多內在關係的連結，藉著自我組織在行動中醞釀出控制。而其關鍵在於將學校文化建立成協作、反思、相互學習的社群，成員間聯手涉入發掘難題並解決問題，改寫教科書始為可能。

關鍵字

課程控制；教科書；課程改革；課程發展

並列摘要

Neo-Marxism criticizes the operations of the state and economy hegemonies, making textbooks commercialized and reinforcing the status quo of privileged social groups. The movement of control as methodization in the educational system emerged from Europe in the sixteenth and seventeenth centuries. Its peak was the scientific management movement in the first years of the last century. The curriculum theories were strongly influenced by this movement. Tyler's Rationale has dominated the curriculum development since then. There are limitations to see the control as from the outside or imposed, especially for us to reconceptualize the textbooks. Control can be seen as the connections of inner relationships, emerging in the actions by the way of self-organization. The crux is to build the school culture as a collaboration, reflection and mutual learning community. As member s involve jointly in finding out the troubles and solving problems with each other, re-writing the textbooks becomes possible.