以社區與空間為題的學校本位課程發展歷程解析

本文欲陳述的是一以社區與空間為題的校本位課程發展模式的歷程，探討一個以社區及環境為議題的學校本位課程，其發展議題之產生的歷程、課程主題如何與學校困境銜接、發展歷程所遇到的困境與思考釐清、以及發展歷程中課程意識如何區辨與與具體化。本文目前陳述的課程尚在進行第二輪的課程探究，不是一個已經正式實施之學校課程。文中將解析其中的理論依據、教學實務及其實施狀況，並探究教學者在教學的歷程中應有的思維與態度。文中除了呈現我與協同行動者共同行動、發展課程的歷程外，同時也企圖打破傳統對學校本位課程概念的錯誤認識，亦即將學校本位課程視值一程序化的課程發展程序。本文記錄課程發展過程之困難，並敘述試圖解開問題過程，課程的終極目的除了發展出一套具特色的學校本位課程外，同時也極欲重建師生對學校及社區的認同感。

關鍵字

行動研究；學校本位課程；校史室

並列摘要

The article tends to discuss the developing process of a curriculum based on community and place, curriculum ideas, consciousness, possible curriculum models and how these can be carried out are included. Up to now the curriculum stated in the article is still in the second exploring phase, and it is not a seriously enforced school-based curriculum. The article will analyze the theoretical orientation, teaching facts, etc. and explore what is the attitude and value that a teacher should have and develop in the process of teaching. Besides to represent the co-action of teachers and I, I also attempt to break the misunderstandings of the concept of school-based curriculum. The goal of this research is to develop a particular school-based curriculum and what is most important is to reconstruct students' and teachers' identity toward school and community.