魚兒魚兒水中游－創造譬喻述說現代性、後現代性與九年一貫課程

A Fish Swims in the Water: Create a Metaphor to Speak for Modernity, Postmodernity, and the Nine-Year Articulated Curriculum

10.6384/CIQ.200410.0001

黃譯瑩(Yi-Ying Huang)

九年一貫課程 ； 後現代 ； 現代 ； 創造 ； 譬喻 ； create ； metaphor ； modernernity ； postmodernernity ； the nine-year articulated curriculum

課程與教學

7卷4期（2004 / 10 / 01）

1 - 12

繁體中文

名之為「九年一貫課程」的這波台灣教育改革，從教改諮議與課程研究的前置作業、政策的辯論、審查、協商、公告、施行，再到各種研習培訓工作的推動，恐怕也已有十年，它的發展背景與理論基礎一直受到關注（或質疑），其中，有許多研究是以後現代論作為理論基礎，提出對課程發展深刻的反省。不過，有趣的是：不僅對九年一貫課程，許多對現代性的批判，在文本的呈現上仍慣常地使用現代主義的方法與結構，讓現代主義的旨趣反而藉此再現，一個對現代性進行反省與批判的後現代研究文本（或後現代課程研究文本），或應嘗試著體現後現代精神，實踐創造。基此，本「文」有三大目的：（1）試解構一般研究文本之正當化形式，試讓自身的呈現作為一後現代作品；（2）對照九年一貫課程其發展、現況與實施過程中相互嵌含的現代性與後現代性；（3）透過所創之譬喻（魚兒魚兒水中游）中符號與象徵的漸次演化，述說現代與後現代思維如何形成與發展，並進一步地嘗試自系統典範觀點覺察現代性存在的道理以及後現代反省中的可能陷阱。

The Nine-year articulated curriculum has been facilitated for at least ten years. The theories related to its appropriateness and legitimization are always argued, debated, or doubted through the forms of dialogue and text. Among the curriculum research texts on the theoretical bases of the nine-year articulated curriculum, postmodernism is one of the interests applied to analyze it or claimed to be as its very theory.Sarcastically, however, most of the critiques on modernity follow the legitimized framework of the research text, which obviously shows the interest of modernism. A research ”text,” which aims to reflect on modernity, should at least try to display the postmodernity spirit of pursuing possibilities and trying to create. Thus, this ”paper” aims (1) to deconstruct the habitual structure of a research text and make itself as a piece of postmodernistic work, (3) to reflect the interembeded modernity and postmodernity in the nine-year articulated curriculum, (2) to use a metaphor(a fish swims in the water), where the evolution of symbols and forms speaks for the formation and development of modernerity and postmodernernity, the reason for modernity and the trap in the postmodernity from the systems paradigm perspective.

1. 丘愛鈴(2006)。綜合活動學習領域的理論基礎初探。教育學刊，27，145-173。
2. (2021)。議題教育的教育學討論。教育研究月刊，331，4-17。