摘要

課程研究範式一直備受學者關注。在這一問題上，一些學者建議應綜合運用量性課程研究範式和質性課程研究範式，以彌補單一課程研究範式的不足。本文旨在探討整合兩種課程研究範式的建議，同時提出整合時必須關注的事項。在探討這一建議之前，本文首先簡介不同的課程範式，並分析量性和質性研究範式的差異。本文對整合兩種課程研究範式的探討圍繞三方面展開：（1）質性和量性本質的綜合；（2）建構實在論的可行性；（3）研究內容的性質。筆者認為，整合兩種課程研究範式極具吸引力，但是卻難於處理基本哲理的差異。

關鍵詞：課程；範式；量性研究；質性研究

Abstract

The paradigms of curriculum research have been the major concern of many researchers. Some researchers suggest the integration of quantitative and qualitative curriculum research paradigms for supplementing each other. This article aims at discussing the suggestion on their integration. First, the article gives a brief introduction of curriculum paradigms, and analyzes the differences between quantitative and qualitative research paradigms. Then, it will discuss the integration of the two research paradigms in three aspects: (a) integrating the essence of qualitative and quantitative research; (b) the feasibility of constructive realism; and (c) the nature of research content. The article concludes that it is an attractive attempt to integrate the two paradigms, but it is hard to deal with the differences between their basic philosophies.

Keywords: curriculum; paradigm; quantitative research; qualitative research

摘要

過去，教師在課程理論化方面多採取認識論或方法論的觀點，結果課程理論無法與實際產生辯證關係，教師亦不能發展自己的實踐智慧。最近詩性智慧和A/r/t的概念企圖依據存有論的典範，從詮釋學、美學和藝術的觀點，探討教師課程理論化的新途徑。本文主要探討詩性智慧和A/r/t的概念及其內涵，並由此提出存有論的辯證觀，以作教師課程理論化的另一途徑。

關鍵詞：辯證；存有論；詩性智慧；遊藝誌

Abstract

Traditionally, the ways of how teachers theorize their curriculum practices were usually developed through the epistemological and methodological approaches. However, the dialectical relationship between curriculum theory and practice seemingly never happened through these approaches while teachers theorized their curricula. Based on the ontological paradigm, such as those of hermeneutics, aesthetics, and view of arts, an alternative approach to teachers’ curriculum theorizing might be developed through the concept of mythopoetic and a/r/tography (A/r/t). Focusing on the dialectic between theory and practice, this study attempts to explore the concepts of mythopoetic and A/r/t, and discusses the implication on the curriculum theorizing of teachers.

Keywords: dialectic; ontology; mythopoetic; a/r/tography (A/r/t)

摘要

台灣「課程美學」的研究課題近年來蔚然成風，成果可觀。由目前研究的主題歸類，大致分為四個取向：

1. 以鑑賞與評論方法進行的課程教學現象探討；

2. 視教與學的經驗為美感經驗，據此探討課程中的美感經驗性質及實踐途徑；

3. 主張教師為藝術家，探討教學的藝術性；

4. 借用藝術教育的架構或方法進行教學，並探討其教育效果。

然而，由於各研究者對課程美學內涵的理解並不相同，令「課程美學」的概念顯得模糊不清。本文認為，目前台灣的課程美學研究有兩個主要問題：一是相近概念的交互混用，二是美學理論的詮釋與應用失當。本文最後指出未來研究可再着力的方向。

關鍵詞：課程美學；美感經驗；教學的藝術性；美學探究

Abstract

Aesthetic inquiry of curriculum (or curriculum aesthetics) has become the focus of educational research in Taiwan for recent years, and the research achievement is significant. According to the collected papers, the author divided the related research into four categories:

1. To inquire into the phenomenon of curriculum and teaching by connoisseurship and criticism that Eisner proposed;

2. To explore the features of aesthetic experience in teaching and learning, and the ways of practice;

3. To explore the artistry of teaching based on the supposition of “teacher as artist” ;

4. To inquire into the effect of teaching based on the framework of art education.

However, these researchers may have different conceptions and explanations to curriculum aesthetics, making the research category and related concepts to be vague. The author pointed out that the two main problems of the curriculum aesthetics research were: first, the concepts or terms of aesthetics used in curriculum studies were confusing; second, the interpretation of aesthetics theory and its application to curriculum phenomenon were improper. Finally, the author indicated the future directions for curriculum aesthetics research.

Keywords: curriculum aesthetics; aesthetic experience; artistry of teaching; aesthetic inquiry

摘要

在台灣，近年「課程美學」一詞可謂掀起了課程研究的一股新潮流，除了教育研究院以此為名舉辦了一系列讀書會與專題講座外，在台灣的學術社群亦出現了某些專以美學概念為首，進而探究教育或課程等的實務現象。在這些學術先進持續努力下，課程美學的研究逐漸有了一些成果。然而，本文在檢視過去相關的研究成果時，卻發現了有關論文或文章有一些共同弊病，即在於它們大都忽略了說明為何要使用美學概念來研究課程或教育。因此，本文採用概念詮釋方式進行研究，一方面發現當前課程美學研究的動機均指向課程結構太過密集、考試引導教學等情況，以致不適合學生情意面的學習；另一方面亦指陳出這些研究忽視課程美學的本質性問題。本文藉由Gadamer的哲學詮釋學概念，認為台灣未來的課程美學研究可以朝三方面探究：（1）課程與美學的概念性研究；（2）課程與美學方法的實徵性研究；（3）課程與美學論述形構的脈絡性研究。

關鍵詞：課程美學；概念分析；Gadamer詮釋學

Abstract

The idea of “curriculum aesthetics” has led a new trend in curriculum studies in Taiwan recently. Not only has the National Academy for Educational Research been holding a series of study groups and subject talks about curriculum aesthetics, the academic communities in Taiwan has also inquisited with some concepts of aesthetics into the research on education or curriculum. With these research efforts, fruitful results have been achieved in the area of curriculum aesthetics. However, when examining the related past research, all did not give any explanation on why using the idea of aesthetics in studying curriculum or education. This article uses the method of conceptual analysis to investigate into the research on curriculum aesthetics in Taiwan. It was found that the current curriculum structure of Taiwan is too intensive and examination-oriented, thus not conducive to the affective dimensions of students’ learning. Also, the essential nature of curriculum aesthetics was ignored in the past research. Therefore, based on Gadamer’s hermeneutics, this article proposes three approaches for the research on curriculum aesthetics in Taiwan: (1) conceptual study of curriculum and aesthetics; (2) empirical study of curriculum and aesthetics; and (3) contextual study of discourse formation of curriculum and aesthetics.

Keywords: curriculum aesthetics; conceptual analysis; Gadamer’s hermeneutics

摘要

對於從事課程研究的人來說，課程理論是甚麼？它與實際的課程和教學工作有何關係？這些都是重要問題，不少學者也曾討論。身為課程與教學實踐工作者，教師如何看待這兩個問題？他們在前線實踐工作上又如何應用課程理論呢？本文是一項探索性研究，通過調查就讀教育碩士班的現職教師，嘗試勾劃他們對這些問題的看法。

關鍵詞：課程理論；課程實踐；教師觀點

Abstract

What is curriculum theory? How is it related to the practice of curriculum and teaching? These are two very important questions for people engaging in the study of curriculum. Many scholars have been actively discussing these questions, but how do teachers, as practitioners of the curriculum, understand the above questions? How do they apply the curriculum theory into practice? This article descripts an exploratory study which reveals how teachers perceive these issues through questionnaire survey of a group of teachers taking a master of education program.

Keywords: curriculum theory; curriculum practice; teacher’s perspective

摘要

中國內地數學課程改革十年發展的歷程，是整個課程改革進程的一個縮影，從中亦折射出許多課程改革與探究的問題。數學課程最初設計的模式與理念，反映了世紀之交課程研究的理念與探索；課程實施帶來的變化成為改革的標誌；實施過程中的問題與討論反映不同群體的價值取向；課程的修訂與審議過程力求使課程完善或達到平衡。數學課程改革十年的歷程，是課程改革的演進歷程，亦是課程研究真實的實踐歷程。

關鍵詞：數學課程；課程改革；課程設計；課程實施

Abstract

The ten-year development of mathematics curriculum reform in the Chinese mainland is a microcosm of the whole curriculum reform process. It reflects many of the problems of curriculum reform and exploration. The initial model and philosophy of the mathematics curriculum design reflects the idea of curriculum research in the beginning of the 21st century. The changes resulting from implementation of the curriculum signify the reform. The problems and discussions in the implementation process reflect the value orientations of various parties. Curriculum review and revision aims to improve the curriculum or reach a balance. The ten-year curriculum reform of mathematics is the course of its evolution and also the real practice of curriculum studies.

Keywords: mathematics curriculum; curriculum reform; curriculum design; curriculum implementation

摘要

2009年的新高中課程改革，中國語文科課程無論在目標、架構、教與學等方面，處處顯示以「能力導向」為課程的重點設計，旨在於中國語文學習中培養學生的共通能力、態度及價值觀，提升其讀、寫、聽、說能力。本文選擇三所不同的中學作個案研究，就中文科新課程邀請校內各層人員訪談，探討學校如何理解及規劃新高中中國語文科的「能力導向」課程，最後概括按「能力導向」設計中文科課程的問題，以作未來實施的考慮。

關鍵詞：能力導向；中國語文科課程；高中課程改革

Abstract

Since 2009, the New Senior Secondary school curriculum has adopted an approach emphasizing competencies in the Chinese language curriculum, with a view to nurture students’ generic skills, attitudes and values and to enhance their reading, writing, listening and oral skills. This article, based on the interview of different change agents of the new curriculum in three secondary schools, explores how schools understand and plan the “competency-based” Chinese language curriculum under the New Senior Secondary school reform. The article concludes that there exist some perplexities in the competency-based design of the Chinese language curriculum for future implementation considerations.

Keywords: competency-based approach; Chinese language curriculum; secondary school curriculum reform

摘要

學校改進的研究與實踐均指出，院校協作扮演舉足輕重的角色。院校協作項目常涉及眾多項目學校，加強項目學校之間以及項目學校與大學之間的聯繫，是院校協作項目能夠持續發展的重要條件。本研究以香港優質學校改進計劃所舉辦的「聯校教師專業發展日」為個案研究對象，借助「實踐共同體」的理論視角，從理念層面、人際層面、實踐層面，分析「聯校教師專業發展日」這一實踐活動對於院校協作項目中建設實踐共同體的作用。

關鍵詞：院校協作；學校改進；實踐共同體

Abstract

Improving the quality of education through university-school collaboration carries strong theoretical and practical significance for the area of school improvement. A university-school project always involves many project schools. Endeavors in uniting these project schools are important conditions for the sustaining of school improvement project. The project under investigation in this study is Joint School Staff Development Day (JSSDD), a big event of the Quality School Improvement Project (QSIP) of Hong Kong. Through the lens of communities of practice (Cops), this study aims to explore the role of JSSDD to the construction of Cops for QSIP from three perspectives, namely domain, community, and practice.

Keywords: university-school collaboration; school improvement; communities of practice