摘要

自教育當局於2001年以《學會學習──課程發展路向》掀起全面而大規模的課程改革以來，香港學校課程發展在過去18年已進入持續更新的階段，例如2009年推行的「三三四」學制，2015年推動STEM教育等。就不同的官方調查研究所得，這股持續革新的浪潮已得到教師和學校廣泛採納且落實推行。在香港特別行政區政府以此認定課程改革具有積極正面果效的同時，這是否足以反映改革的整體實況呢？有見及此，本文將檢視不同的官方報告和國際調查，以檢視改革的落實程度；藉判別影響課程實施的關鍵因素，衡量改革的真正成效。建基於這些實施因素和成果衡量，本文將為課程改革日後能持續發展提出具體方向和可行策略。

關鍵詞：課程改革；課程實施；課程評鑑；香港

Abstract

Since the implementation of the large-scale and comprehensive curriculum reform in 2001, the Hong Kong education authority has, in the past 18 years, continuously introduced a series of curriculum reforms such as the “334” curriculum in 2009 and STEM in 2015. In the implementation studies funded by the Government, it was found that this wave of reform has been widely adopted and implemented by teachers and schools. The Government also claimed that the curriculum reform has brought about positive outcomes. Is this really true? This article attempts to review the official reports and studies by academics to assess the level of implementation, to identify the factors affecting the implementation, and also to gauge the outcomes of the reform. Based on the review, direction and strategies of sustainable curriculum development is discussed in the conclusion.

Keywords: curriculum reform; curriculum implementation; curriculum evaluation; Hong Kong

摘要

回顧台灣近年來兩波課程改革，分別訴諸「基本能力」與「核心素養」兩種觀點，各自的意涵背後涉及了不同的知識觀和意識型態。然而，植基於改革生態學的視野，這兩波課程改革的核心觀點之所以轉變，其實還涉及了歷史脈絡下知識和權力的社會結構辯證關係。值此，本研究採用Popkewitz「社會認識論」的觀點，分析「基本能力」與「核心素養」理念背後論述實踐的時空背景，繼而提出從「認識論」轉向「存有論」的論點，並描繪出課程改革的未來願景。

關鍵詞：課程改革；基本能力；核心素養；社會認識論；存有論

Abstract

This article reviews the two waves of curriculum reform in Taiwan in recent years, which refer to the perspectives of “basic ability” and “core competence” that involve different knowledge types and ideologies. Based on the perspective of reform ecology, the core viewpoints of the two waves of curriculum reform have also involved the dialectical relationship between the social structure of knowledge and power in the historical context. On this occasion, the study is intended to adopt T. S. Popkewitz’s idea of “social epistemology” as the methodology to analyze the space-time background of the discursive practice of “basic ability” and “core competence,” and then puts forward the argument of turning from “epistemology” to “ontology,” depicting the future vision of the curriculum reform.

Keywords: curriculum reform; basic ability; core competence; social epistemology; ontology

摘要

自1949年以降，台灣中小學經歷多次課程綱要的修訂；2019年台灣實施《十二年國民基本教育課程綱要》，隨着課程改革，教師角色論述及其專業發展政策亦面臨再建構的挑戰和機會。本文旨在分析課程修訂脈絡中，教師專業發展政策的演進和展望。運用歷史研究和文件分析，蒐集國民義務教育實施以來，課程與教師專業發展相關政策文件和實徵研究的文獻，首先探析台灣中小學課程修訂脈絡和課程改革的論述中，教師專業發展政策的演進及問題；其次，以教師專業知識動態系統架構，提出教師專業發展和課程實踐的展望。

本文歸結課程改革與教師專業發展的政策和論述是相互回應並交互影響的。教師角色從忠實傳遞者到多元的專業角色，教師專業發展政策從強規範到協作支持的多元化發展。在《十二年國民基本教育課程綱要》以學習者為主體、素養導向、連貫統整、學校本位課程發展、多元適性、協作共好等論述下，課程實踐與教師專業發展應透過「法規制度」設計和中介，促進動態系統的有機連結；再者，為落實素養導向的課程實踐，應開展自發創生和協作共學的學習網絡。課程實踐即教師專業發展，期望透過協作支持系統建置課程實踐的鷹架，以持續推進教師專業發展的動能。

關鍵詞：課程改革；課程政策；教師專業發展；課程綱要；《十二年國民基本教育課程綱要》

Abstract

Taiwan has revised national curriculum guidelines for elementary schools and secondary schools several times since 1949. It will implement the Curriculum Guidelines of 12-Year Basic Education from 2019. In the process of curriculum reform, the role of teachers and the policy regarding their professional development would undergo deconstruction and reconstruction. This article aims to analyze the context and discourse of the curriculum reform, and to explore the policies and discourse of teachers’ professional development in Taiwan by analyzing related documents and literature. Secondly, with the aid of the framework of dynamics of teacher knowledge, the article looks ahead to the curriculum practice and teachers’ professional development.

Results indicate reciprocal influences between the curriculum reform and teachers’ professional development. The role of teachers changed from curriculum delivery to diverse professional roles, and the policy of their professional development from strong regulation to collaborative development. The main discourses of the 2019 Curriculum Guidelines include: learner-centered, competency-driven, coherent and integrated, school-based, diversified and adaptive, and cooperation for common good. Referring to the dynamic system of teachers’ professional knowledge, the programs of curriculum practice and teachers’ professional development should promote the connection of dynamic systems through the design and intermediary of “regulatory systems.” Besides, to implement the competency-driven curriculum practice, spontaneous and collaborative learning networks should be developed. Curriculum practice is also the professional development of teachers. Through establishing collaborative supporting systems for scaffolding curriculum practice, the capacity of teachers will have sustainable promotion.

Keywords: curriculum reform; curriculum policy; teacher professional development; curriculum guidelines; Curriculum Guidelines of 12-Year Basic Education

摘要

教科書是教育的重要環節，聯繫教學內容、系統知識、課程與教學、學習評估。香港教科書編審和選用的機制，雖然一直引發大量爭議，但探討其機制的文章不多。本文將評析教育局在教科書編審機制的特質。教育局在編審過程中，對特定項目加以控制，如編寫內容、編寫取向、價格因素等；然而，對部分項目則容許自由編寫，如附加內容、教學活動、撰寫篇幅等。出版商為爭取通過評審，獲得更大市場份額，需要滿足教育局的要求和學校教師的口味。在選用過程中，學校需要建立選用教科書的方法，經教師商議選用，但教育局未擬定教師選用準則的嚴格標準，教師選擇具有彈性。筆者認為，香港教科書編審和選用的機制中，教育局的取態經常徘徊於控制與自由之間。

關鍵詞：教科書；評審機制；自由；控制

Abstract

Textbook, linking teaching content, system knowledge, curriculum and teaching, and assessment for learning, is an important part of education. Although the mechanism for reviewing and selecting textbooks in Hong Kong has always caused a lot of controversy, there are not many articles inquiring into the mechanism. This article analyzes the features of the textbook review mechanism of the Education Bureau. During the review processes, the Education Bureau, on the one hand, controls specific issues such as contents, teaching approaches, and pricing matters. It, however, allows freedom in other issues such as supplementary contents, teaching activities, length of writings. Textbook publishers, aiming to gain greater market share, need to meet the requirements of the Education Bureau and the desires of school teachers. In the selection process, schools need to set the procedure of textbook selection and allow teachers to select textbook. The Education Bureau, however, has not issued rigid standards for the selection and allows flexibility for teachers’ choice. The author believes that the Education Bureau often hovers between control and freedom.in the textbook review and selection mechanism.

Keywords: textbook; review mechanism; freedom; control

摘要

本文探討Andreas M. Kazamias的比較教育研究理念和反省比較教育的發展，並根據探討內容，闡述其相關主張對於比較教育研究的意義。Kazamias是一位具多重身分的知識分子學者，他是比較教育的人文主義歷史學家、左派的批判知識分子和批判的人文主義者，曾發表許多比較教育和教育史的學術著作；他被稱為「希臘式的比較學者」，因為他的研究和著作皆展現出「希臘人文主義」，大量運用古希臘神話、符號和隱喻，批判分析當代教育議題。本文採用「思想研究」方法介紹其歷史取向比較教育方法論：（1）在研究目的上應以理解教育制度和詮釋教育事件為主；（2）在研究性質上應深入了解形成教育現況的質性研究；（3）在研究任務上可同時包括宏觀層面的社會－文化分析和微觀層面的共時性及歷時性教育問題分析。歷史取向的比較教育研究不僅可使比較教育擺脫以預測或政策導向的認識論取向，更可重建比較教育研究中長期被忽視的理解和詮釋研究取向。

關鍵詞：A. M. Kazamias；比較教育；方法論；歷史研究

Abstract

This article explores Andreas M. Kazamias’s philosophy of comparative education and its reflection on comparative educational development. It also elaborates Kazamias’s proposition on comparative education and its significance on comparative education research. Kazamias, being a multi-identity intellectual scholar, is a comparative humanist historian of education, a leftist critical intellectual, and a critical humanist. Kazamias has written numerous scholarly books, monographs and articles in comparative education and the history of education. Because of his Greek ethnic background, and also because of the pervading Hellenic humanism in his research and writings, Kazamias is known as the Greek comparativist. By using the methods of “thoughts study,” this study found that the historical approach in comparative education is: (1) to deal with explanation and interpretation rather than prediction; (2) to use qualitative research to compare, explain and interpret historical phenomena; and (3) to examine both the macro-level of socio-cultural analysis and the micro-level synchronically and diachronically educational problems or issues in the same society.

Keywords: A. M. Kazamias; comparative education; methodology; historical study

摘要

跨領域STEAM課程的協同教學能培養國小學生「探究與實作」的能力；這是全球的教育趨勢，亦是台灣十二年國教的教學重點。本研究採個案研究法，以國小六年級一班共26位學生為研究對象。三位協同教師設計STEAM課程和教學，指導學生執行「感控式綠建築」的專題研究，內容包含：繪畫設計圖、編寫Arduino程式以操縱感控式設備、組裝綠建築。本研究以STEAM教學過程卡、「感控式綠建築」作品、半結構式晤談、教學省思札記等資料進行詮釋分析。研究結果如下：（1）三位教師協同教學STEAM課程，能協助各組學生建構「感控式綠建築」，符合日常節能標準，並達到美觀和實用的效果；（2）各組學生在建構「感控式綠建築」的歷程中，學會STEAM跨科跨領域的技能，以及溝通協調、合作學習的態度。

關鍵詞：STEAM課程；協同教學；專題研究；感控式綠建築

Abstract

Collaborative teaching of cross-field STEAM course can develop primary students’ ability to “explore and implement.” It is both the global education trend and the target of Taiwan’s 12-year compulsory education. This study adopted a case study in a sixth-grade class of an elementary school with 26 students as research subjects. Three collaborative teachers designed STEAM courses and guided students to construct “green building with sensor-controls,” including drawing design diagram, writing Arduino programs to manipulate sensory devices, and assembling green building with sensor-controls. The data collected included STEAM teaching process card, works of green building with sensor-controls, semi-structured interviews and teaching notes. Results found that: (a) the collaborative teaching of STEAM courses to help each group of students construct the green building with sensor-controls met the daily energy-saving standards and achieved beautiful and practical effects; (b) in the course of constructing the green building with sensor-controls, each group of students learned the cross-field skills of STEAM and ways of communication and coordination, as well as cooperative learning attitude.

Keywords: STEAM course; collaborative teaching; subject study; green building with sensor-controls

摘要

本研究針對台灣現行兩版本的國小數學教科書，分析探討當中柱體與錐體的相關單元內容；利用學習軌道設計課程，編製教學活動進行教學實驗，檢視兩位不同學習層次學生的學習情形及其解題表現，了解學生在學習歷程中的解題策略及可能的迷思概念；透過教師課後的省思日誌進行教學檢討，以提升教學效能，幫助學生建立完整具系統性的柱體與錐體概念，期望在解決這類題目時有更完備的思維，擁有正確解題的能力。

關鍵詞：學習軌道；柱體與錐體；教科書；課程

Abstract

This study focused on two sets of primary mathematics textbooks in Taiwan, analyzing the unit contents about cylinders and cones. It used learning trajectories to design curriculum and arrange teaching activities for teaching experiments, examining the learning performances of two students at different levels of learning. The study aimed to understand the problem-solving strategies of the students and their myths, if any, in the learning process through the reflective diary of the teacher, for improving teaching effectiveness as well as helping students build a complete and systematic conception of cylinders and cones. Students are expected to have complete thinking in solving such problems, and have the ability to correctly solve mathematical problems.

Keywords: learning trajectories; cylinders and cones; textbook; curriculum