學校本位課程發展機制－臺北縣瑞柑國小的經驗

Establishing the Mechanism for the Constructive Curriculum Development: Experience from the Site-Based Curriculum Development of Rei Gan Primary School

10.6384/CIQ.200104.0069

林文生(Win-Son Lin)

學校本位課程發展 ； 課程發展機制 ； site-based Curriculum development ； curriculum development mechanism

課程與教學

4卷2期（2001 / 04 / 01）

69 - 84+156

繁體中文

現在校園當中欠缺的不只是一套新的課程架構成內容，更缺乏一套有效的發展經驗與機制。這篇文章作者首先從孔恩典範變遷的概念分析課程發展的問題，並剖析目前學校課程發展錯誤的基本假定；再從後現代課程觀來描述瑞柑國小課程發展的歷程，校長如何結合外界的環境以及教師內心的需求來掌握契機發展課程，歷程共分為五個階段：「建立教師專業知識系統化的機制」、「成立課程工作坊」、「發展教師的課程地圖」、「跨校課程發展的策略聯盟」、「建構課程與教學的專屬網站」。最後作者提醒各校在發展課程的同時，不但強調外在成果的展現，更要協助教師內在心智模式的改變作為本篇的結語。

What is urgently needed in schools is not only a set of new curriculum frame work and/or subject content, but also an effective mechanism to develop a set of new curriculum.The author begins from the concept of Kuhn's paradigm shift to analyze the problems of curriculum development, and then investigates the fundamental assumption of the curriculum development approach taken by many schools, which is an incorrect assumption. He then moves to the theory of ”social constructivism” to describe the procedure of the site-based curriculum development his school has undertaken, namely, the way he integrated the external environment with teachers' true needs, which turned out to be the turning point of their curriculum development. The site-based curriculum development procedure includes the following five stages:1. To establish a mechanism to systemize teacher's professional knowledge.2. To establish curriculum workshop.3. To develop teachers' own curriculum map.4. To establish a cross-campus strategic union to develop curriculum.5. To establish a professional web site for curriculum and leaching.Finally, the author strives to remind the other schools to emphasize not only the external exhibition of their effort, but also a proper mechanism to help teachers change their internal habits of mind during the process of curriculum development.

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