教師即課程決定者—課程實踐的議題

Teachers as Curriculum Decision-Makers-The Issue about Curriculum Practice

10.6384/CIQ.200404.0095

簡良平(Liang-Pin Jian)

課程決定 ； 課程意識 ； 課程知識 ； curriculum decision-making ； curriculum consciousness ； curriculum knowledge

課程與教學

7卷2期（2004 / 04 / 01）

95 - 114+190

繁體中文

教師參與學校課程決定之際是否體認課程政策的意義、詮釋與轉化政策內容，以專業學習的態度進行課程決定，進而落實教室內的課程更新是值得批判的。導向教師啟動課程革新之關鍵，在於教師在參與課程決定時，參與團體課程慎思、反省課程知識與教學經驗，從而再建構其課程知識，並有具體的行動計畫落實於教室革新，實質上這是課程實踐的議題。本文論述在課程改革的脈絡中，「教師即課程決定者」的議題，以彰顯教師為課程改革的核心人物。從省思課程實踐的議題、分析課程政策對教師的期望，來釐清課程改革時代教師有必要成為積極與主動認知的課程決定者角色；反省學校課程脈絡的條件，闡述教師課程決定的基礎；思考教師成為課程決定者的途徑，以鼓勵教師適當的改變，以回應課程改革的挑戰。

The article examines the possible changes of the teachers' curriculum knowledge, the teachers' role, and how they are able to be curriculum-decision makers. Facing the nine-year consistent curriculum reform in Taiwan, schools are empowered to make school-based curriculum and solve problems in curriculum context. It means that teachers can participate in developing school curriculum and curriculum decision-making, teachers should reconstruct their experience in curriculum and instruction. They need to be self-reflective, especially on their curriculum knowledge and learn how to improve their instruction. In the process, it's worth criticizing what schools provide resources and how they encourage to form the culture of teachers' profession. This paper suggests some ways to help teachers to be curriculum decision-makers: schools can build the platform for debating issues about curriculum, really empower teachers to participate making decisions about school-based curriculum, and provide them chances to develop educational profession. Through group curriculum deliberation, teachers can enlarge the content of curriculum knowledge; teachers take themselves as researchers, narrate their stories, and then, they can reconstruct the structure of ”lesson” in their classroom.

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