學校本位課程發展權力重整問題之批判分析

A Critique on the Issues of Power Restructuring behind School-based Curriculum Development

甄曉蘭(Hsiao-Lan Chen) ； 簡良平(Liang-Ping Jian)

《教育研究集刊》 48:1期 (2002/03) Pp. 65-93

https://doi.org/10.6910/BER.200203_(48-1).0003

摘要

學校本位課程發展的推動對學校既有的權力結構與文化生態都會造成極大的衝擊，本文特別從社會學的批判觀點，來解析學校本位課程發展所涉及的課程決定權力轉移過程、權力結構關係重整以及組織文化再造問題。本文首先藉由分析學校權力結構，探討學校在課程決策權力轉移之後的角色任務；然後藉由分析學校文化生態，探索學校本位課程發展可能改變的組織文化與權力運作關係；最後本文以兩所國中推動學校本位課程發展的經驗為例，來解構學校本位課程發展實務背後有關行政權力運作與教師文化改變的相關問題，藉以釐清學校本位課程發展對學校權力結構與文化生態的衝擊。

關鍵字

學校本位課程發展 ； 權力結構 ； 學校文化

並列摘要

The implementation of school-based curriculum development has caused great impact on the existing power structure and cultural ecology at schools. From a critical sociological perspective, this article examines the hidden issues involved in school-based curriculum development, such as shifting power in curricular decision making, restructuring power relations, and organizational reculturing. In this article, by analyzing the power structure at schools, the authors first explore the school functions after the shifting of power in curriculum decision making. Then, by analyzing the school culture, the authors go further to examine the possible changes of organizational culture and power relations that might occur in the implementation of school-based curriculum development. Finally, based on the analysis of two cases, the authors deconstruct the issues of power exercise and the changes of teacher culture behind school-based curriculum development to highlight the impact that the practice of school-based curriculum development may bring to power structure and cultural ecology at schools.

並列關鍵字

school-based curriculum development ； power structure ； school culture

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