教師應付九年一貫課程改革的態度與原因：試辦階段的觀察

How and Why Teachers Cope: Observations from the Pilot Period of the Integrated Curriculum Reform

宋佩芬(Pei-Fen Sung) ； 周鳳美(Phone-Mei Chou)

《課程與教學》 6卷1期 (2003/01) Pp. 95-112+169

https://doi.org/10.6384/CIQ.200301.0095

摘要

本研究針對兩所國中社會科教師進行研究，發現教師採取「交功課」配合但不積極的態度面對九年一貫課程改革。本文認為教師這種消極的處理方式不能以「教師太被動」、「教師沒有改變心態」等原因解釋。從深入訪談與觀察中發現，目前的政策與措施並無法說服教師，而使其認為（1）課程統整是好的，以及（2）課程統整是可行的政策。結構性的問題使得教師以務實的方式應付改革。本文主張如果九年一貫課程統整的政策要被真實地推行，讓教師看到具體可行的課程與教學（課程統整是好的），且能與學校及家長升學期望配合，並解決教師時間與資源不夠的問題（課程統整是可行的），則有可能創造真實改革的實踐空間。然而在教育結構與文化環境不容易改變之下，本文主張如果改革是漸進的、且紮根在教師的信念上，政策應該要富有「教育性質」，大量投資在教師學習上，提供教師「真正學習」改革之課程與教學的空間，以及給予教師可以根據其專業判斷修訂改革內容的機會。

關鍵字

課程統整 ； 教育改革 ； 教師信念

並列摘要

This study examines two junior-high schools as they pilot the 1-9th grade integrated curriculum reform. We find that teachers are passive participants in the reform, yet they cannot be regarded as conservative teachers who are reluctant to change. From observations and interviews, we concluded that teachers are not persuaded by (1) the effectiveness of the integrated approach to teaching social studies, and (2) the feasibility of implementing the curriculum. We believe that if this reform were to be authentic, teachers would have to see real materials that can be carried out in their individual classrooms; reformers have to address Taiwanese parents' expectations for better schools for their children and the need to score well in national exams; and finally reformers have to convince teachers that they are supported in terms of time and resources. Resolving these structural and cultural problems will not be easy. We further claim that if reforms are incremental and take root when teachers change their beliefs, policy makers should put their resources first to creating an educational environment for teachers where they can learn about the nature and substance of the reform, as well as participating in revising reform frameworks based on their professional judgments.

並列關鍵字

integrated curriculum ； educational reform ； teacher belief

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