課程理論與實踐之交互辯證

An analytical study of the dialectic between the curriculum theory and practice

林文生(Wen-Sheng Lin)

指導教授 ： 歐用生

國立臺灣師範大學/教育學院/教育學系/博士(2003年)

摘要

本研究係以「辯證法」作為研究的視框，以統整課程作為研究的範疇，重新審視課程「理論」與「實踐」之間的關係。
首先以文獻分析法，區分「科際整合」與「統整課程」這兩個概念及理論的差異，並建構這兩個系統的理論基礎。
其次，以文件分析及現場訪視資料，分析九年一貫統整課程的實踐案例，教育部及教育局課程實踐的策略。再以「科際整合」與「統整課程」這兩個理論系統，作為研究反思的鏡面，檢視課程理論與實踐之間的交互辯證。
最後以研究者所在學校，作為行動研究的個案。分析七年當中的學校課程發展的經驗，包括如何發現課程的問題？形成課程對話的機制？尋找解決問題的策略？理論如何被引介進入實踐的現場？理論與實踐如何交互辯證等等？

關鍵字

課程統整 ； 科際整合 ； 辯證法

並列摘要

An analytical study of the dialectic between the curriculum theory and praxis: Using the integrated curriculum from grade 1 to 9 curriculum as an example
Abstract:
This study used the “dialectical method” as the main frame work. The researcher tried to study the integrated curriculum, to re-evaluate the interrelationship between the theories and practices of curriculum.
First, the researcher used the literature review method to distinguish the major differences between two similar concepts: the interdisciplinary approach and the integrated curriculum. Through the literature review, this researcher established two theoretical foundation for the two major systems.
Second, this researcher used information from document analysis and on-site visitations, to analyze the exemplary case studies from the national 1 to 9th curriculum along with the implementation strategies created from several Bureaus of Education and the Ministry of Education. Then, the two theoretical foundations of interdisciplinary curriculum and integrated curriculum were used as the bases for self-reflection for the researcher in examining the dialectic between the theories and practices of curriculum.
Finally, based upon the researcher’s own school, a case study was developed to cross-examine the theories and practices of the curriculum. A close examination of the professional experience from the past seven year’s site-based curriculum development revealed the many ways we had identified issues related to school-based curriculum. How did we formulate the mechanism for professional dialogue between professional educators? How did we develop appropriate strategies to solve the many problems? How did we induce the theories into our school? How did we process the dialectic between the theories and practices of curriculum?

並列關鍵字

integrated curriculum ； interdisciplinary ； dialectical method

參考文獻

黃譯瑩（2003）。統整課程系統。台北：巨流圖書。

單文經（2001）。解析Beane對課程統整理論與實際的主張。教育研究集刊。47，57-90.

江合建（2001）。杜威藝術經驗理念之實踐。教育研究集刊。47，17-34.

鐘敏綺、張世忠（2002）。奠基於建構主義的STS於自然與生活科技領域之應用。科學教育月刊,254， 2-15。

王如哲（2003）。知識管理的理論與應用。台北：五南圖書。