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| 題名: | 學校本位課程發展的省思－以一所原住民小學為例 |
| 作者: | 鄧靜蘭
Teng, Ching-lan |
| 貢獻者: | 教育社會學研究所
蘇峰山
Feng-San Su |
| 關鍵詞: | 學校本位課程發展;原住民學校;教師專業自主
school-based curriculum development |
| 日期: | 2004 |
| 上傳時間: | 2015-06-17 14:34:08 (UTC+8) |
| 摘要: | 「學校本位課程發展」的理念，是國內當前所推動國民教育階段九年一貫課程改革的特色之一。在「學校本位課程發展」的理想下，原住民教育的個殊性將被突顯出來，學校將有權對這些差異性作機動回應，以建構適合學校所在之特殊群體特性的學習內容，存在課程中不利於原住民的學習因素將獲得改善。因此「學校本位課程發展」的倡導，彷彿為原住民教育提供了轉化的契機，進而實現教育機會均等的理想。 基於研究者對原住民教育的關心、以及曾經在原住民學校擔任教師多年的教學經驗，於是以個案研究的方法，進行一所原住民學校---楓香國小，三年多來「學校本位課程發展」實施經驗的探究。經由研究者在個案學校三年多來進行「學校本位課程發展」中的參與和觀察，分析探討原住民學校在「學校本位課程發展」實施時所面臨的困難與問題及其影響，進而省思「學校本位課程發展」此一課程政策對原住民教育的適切性。本研究所探討的問題如下： 1、原住民學校如何在以漢文化為中心的學校情境中進行「學校本位課程發展」？ 2、社會脈絡因素（文化、家庭、社區和學校）對原住民學校進行「學校本位課程發展」有何影響？ 3、「學校本位課程發展」的實施過程，蘊藏哪些權力關係與運作機制？學校主體間（行政人員-教師-學生），在此權力結構關係下所處的情境與互動對課程發展有何影響？ 4、「學校本位課程發展」對原住民教育有何影響？是危機或轉機？ 經由對個案學校「學校本位課程發展」的實施，進行觀察及訪談的描述與分析後，有如下的發現： 1、在學校科層體制下，學校主體間（行政人員-教師-學生）難以建立平等的對話空間，行政人員往往主導課程發展與方向，進而影響教室內的課程決定。課程權力下放的結果，顯然只是換一個權力主體罷了。 2、「學校本位課程發展」對提昇「教師專業知能」沒有明顯的助益，由於必須投入更多的時間與精神，反而妨礙了教師原有教學活動、以及與學生互動的進行。 3、原住民學校在進行「學校本位課程發展」時，未能釐清「學校本位課程發展」的意涵，將其與「學校特色」之間畫上等號。注重地方知識或文化傳承的學校課程被大量使用時，校際間（學生）的差距將更形擴張，對原住民學生而言，無疑是另一種教育機會的不均等。 4、政府在推行「學校本位課程發展」這一政策時，將其置於全國相同的普遍原則之下，並未考慮原住民學校的個殊性。「學校本位課程發展」只不過延續了原住民教育上既存的教育機會不均等而已。
The ideas of “school-based curriculum development” are one of the features of nine - year coherence curriculum reformation which is promoted at present in Taiwan. Under the ideas of “school-based curriculum development”, the particularities of aboriginal education will be manifested, and schools have the rights to response to discrepancies in order to construct curriculum contents for the characteristics of special groups for schools, that disadvantageous studying elements existing in curriculum for aborigines will be ameliorated. Therefore, the propositions of “school-based curriculum development” seem to provide a turning point for aborigines to achieve the ideas of equal educated chances. Since the researcher have concerned about aboriginal education and ever been a teacher in an aboriginal school for three years with experiences, the research method is case-study and proceeded in an aboriginal school, Feng Shiang elementary school, to explore practical experience of “school-based curriculum development” for more than three years. Through the participation and observation, the difficulties, problems and influences encountered to carry out “school-based curriculum development” in aboriginal school will be analyzed and discussed to mediate on the suitability of the curriculum policy, “school-based curriculum development”, to aboriginal education. The discussed issues in the study are as follows: I. How will an aboriginal school precede “school-based curriculum development” within the school situation Chinese culture centered? II. What are the influences of social conditions (culture, family, community and school) to “school-based curriculum development” proceeded in aboriginal schools? III. What are the authorization relations and working institutions involved in the process of “school-based curriculum development” practice? What will the principle parts of schools (administrators, teachers, students) influence the curriculum development by the situations and interactions under the authorization relation? IV. What are the influences of “school-based curriculum development” to aboriginal education? Is it a crisis or a favorable turn? After observing, interviewing, and analyzing through “school-based curriculum development” practicing in the case school, the results are as follows: I. Under the school level institutions, the equal dialogues are hardly established between the principle parts (administrators, teachers, students) that administrators frequently predominate over the developments and directions of the curriculum which result in the curriculum decisions inside classrooms. The result of authorizing is merely to change a power principle. II. “School-based curriculum development” benefits less to promote “teacher professional expertise”. Since teachers have to spend more time and efforts that obstruct their original teaching activities contrarily. III. When “school-based curriculum development” is practiced in aboriginal schools, they can not differentiate the meanings of “school-based curriculum development” from “school characteristic”. With great amount of local knowledge attentions and culture inheritance curriculum, the disparities between schools will be even more expanded so that it is another unequal educational chance for aboriginal students undoubtedly. IV. When the policy, “school-based curriculum development” is followed out, the government puts it under the national same general principles regardless of the particularities of aboriginal schools. Consequently, “school-based curriculum development” is merely to continue the existing unequal educational chance for aboriginal education. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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