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| 題名: | 九年一貫課程之教育論述分析 |
| 其他題名: | The Analysis of the 9 year Integrated Curriculum as the Pedagogic Discourse |
| 作者: | 陳琮仁
Chen, Tsung-jen |
| 貢獻者: | 教育社會學研究所
蘇峰山
Feng-shang Su |
| 關鍵詞: | 課程標準;教育論述;教育知識符碼;教育機制;九年一貫課程;伯恩斯坦
Pedagogic code;Pedagogic discourse;The 9 year integrated curriculum;Curricular criteria;Pedagogic device;Bernstein |
| 日期: | 2004 |
| 上傳時間: | 2019-03-20 10:02:37 (UTC+8) |
| 摘要: | 本研究欲針對台灣課程制度的改革歷程，探究背後的教育論述規則與教育機制，比較前後兩種不同的課程制定模式，並配合伯恩斯坦教育符碼理論的「教育論述」架構，尋得社會結構與權力關係變動的脈絡與事實。 研究結果顯示：解嚴前官方教育論述相當集權，課程內容知識也是強分類與強架構的形式，最明顯的是教育機制「舟山模式」的建立，課程標準的控制機制與運作脈絡相當穩固。解嚴後，官方教育論述開始鬆動，最先反映在教育機制「板橋模式」；從負責單位的改變、多元的組成人員以及專家學者決策權的減弱中，可以發現教育論述經過再脈絡化過程，逐漸轉變成另外一種更「多元」、「統整」的方式，背後更隱含不同的教育論述與權力關係的出現。往後，受到民主政治及社會變遷的影響，加上民間團體要求官方改革的運動發酵，致使民間對抗官方的教改論述正式形成。當行政院教改會的成立，官方正式聘請民間團體進入教改政策的制定場域中；總諮議報告書的完成，反映以往官方教育論述與教育機制的秩序解構，取而代之的是來自不同場域的行動者，為了爭取論述的支配權而進行對抗，遂在九年一貫課程發展的場域中整合既有的教改論述與主張，透過新教育機制的再脈絡化來翻轉整個課程、教科書與教學方法，甚至是整個教育生態體系。因此九年一貫課程的出現，象徵新的論述秩序與權力分配的出現，行動者重新篩選新知識文本，打破既有課程制度的分類與架構方式，進行新課程制度的建構，期望能從教育傳遞的過程改變既有的社會結構與知識認同。 最後，從課程標準演變到九年一貫課程的歷程中，清楚呈現教育知識符碼形式改變，以及教育論述規則的不同。九年一貫課程綱要建構的過程，更代表行動者重新思考知識文本規則，以及對知識本質的重新界定。然而，課程制度的改變牽涉背後教育論述與教育機制的變動，真實的反映在九年一貫課程建構過程中。實際上，九年一貫課程的實踐，是一種對社會既定結構的挑戰，致使新課程綱要從建構、再脈絡化甚至到實踐過程中，始終充滿著爭議與對抗。研究發現，九年一貫課程七大領域的建構過程中，似乎無法突破舊有課程結構與運作機制的限制，因此有「一貫的由上而下建構過程」、「學科專家的決策權擴大」以及「菁英教育取向」等三種特徵。
The present study is intended to probe into the pedagogic discourse as well as vicissitude in the pedagogic device behind the process of reform of curricular systems in Taiwan. It compares with the two models in the establishment of the curriculum in line with the “Pedagogic Discourse” framework of Bernstein’s Pedagogic Code Theory in the hope to locate the facts behind the change in the social structure and power relationship. The results of the present study indicate： Until Martial Law was lifted, the official pedagogic discourse of the government had been quite centralized in powers. The knowledge related to the curricular contents had been in forcible classification and frameworks. The most significant ones include the establishment of the “Chou-shan Model” pedagogic device. The control device curricular criteria and the operating modes had been quite firm and solid. After the Martial Law was lifted, the pedagogic discourse started to slacken up. First of all, it was reflected through the “Pan-chiao Mode” of the pedagogic device .The units in charge were changed; the policymaking powers of the multifaceted organization, scholars and experts were lessened. In the process of the discussions and theories, it was noticed in another sort of “diversification”, “integration” molds, implicitly containing behind the different pedagogic discourse and such power relationship which have surfaced. Subsequently, amidst the influence of the democratization and vicissitude in the society, further coupled with the roaring call from the civil bodies to demand reform by the government, the confrontation between the civil organizations and the government pedagogic reform has become inevitable. As the Educational Reform Commission was officially set up on the Executive Yuan (the Cabinet), the government officially invited non-government bodies to join the policymaking process for educational reform. The Overall Consultation Report completed in the process reflected that the order of the government pedagogic discourse and pedagogic device was dissolved and replaced with actors from different domains. They entered into confrontation in the process as they tried to win the powers to dominate the discussions. In the development of the 9 year integrated curriculum, they tried to integrate the existent theories, opinions in the educational reforms. Through the new pedagogic device, they converted the entire curriculum, textbooks and teaching methods or the entire ecological systems of education. In the process of the 9 year integrated curriculum setup, the order of new discussion and the new redistribution of powers came into being. The doers re-screened new knowledge version, smashing the classification and framework of the existent curricula to enter into the structure of the new curricular systems. Through such efforts, they hope to change the existent social structure and consensus of knowledge. Last but not least, through the evolution from curricular criteria to the 9 year integrated curriculum, we clearly notice the vicissitude of the pedagogic codes and the different rules in the pedagogic discourse. The process to set up the 9 year integrated curriculum outlines symbolizes that the doers must consider afresh the regulations the current knowledge tenor presents and the re-definition of the substance of knowledge. In fact, nevertheless, the change of the curricular system involves the change of the pedagogic discourse as well as pedagogic device behind which is vividly reflected through the structural process of the 9 year integrated curriculum. In actuality, the enforcement of the 9 year integrated curriculum is a sort of challenge against the existent structure of the society. As a result, in the entire process of the new curricular outlines from setup, restructure and practice, there have been numerous inevitable disputes and confrontations all the time. |
| 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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