从国际竞争力省思工具理性的教师思维以及师资培育课程

Analyzing the Relationship among International Competitiveness, Teachers' Instrumental Rationality and Teacher Education Curriculum

全球化经济体系的影响力已跨越许多国家界线，并使它们融合成紧密链接的经济区域，此种融合不仅削弱个别国家的主权，同时也使竞争力的内涵从个别国家转向国际层次。由于教育是培育人力资本的主要场所，所以使许多国家更关注高等教育的扩张，本文依循此种路径并主张，全球化经济体系需求人力资本并非单纯数量的概念，更涉及之是的创新运用。本文将以台湾为例进行剖析，文中说明台湾企图大幅扩张高等教育规模，以强化自身的人力资本，以期在全球化经济体系中取得优势地位。然而，此种策略并提升台湾的经济动能，究其关键因素之一是，台湾的教育型态偏重升学主义，致使考试领导教学，背诵与反复练习成为主要的学习活动。这种僵化的教育型态并无法契合全球化济体系的特性，因为知识经济社会着重于知识的创新运用。造成此种缺失的关键因素不仅是升学主义文化产生的结构化限制，同时也导因于教师的工具理性思维，此种思维又根源于技术效能取向的师资培育课程。

The influence of the globalized economy system has fused many countries into an interlocked region. The system does not only diminish the authority of individual states but also changes the meaning of competitiveness, shifting from domestic scope to international level. This phenomenon drives many states to invest more in education to cultivate human capital, which is regarded as a key element for improving international competitiveness. This paper argues that enlarging the capacity of higher education may not necessarily achieve the goal. Taiwan, for example, has failed to gain capital profit from the international market by adopting this strategy. The paper further argues that the gap derives partly from the examination culture in Taiwan, which tends to bestow unchallengeable authority upon the textbook. Consequently, practices and examinations are viewed as the most effective ways to obtain textbook knowledge; teaching is narrowed down into a rigid style that cannot meet the new requirements of the global system, with an emphasis on the creative application of knowledge. In order to address this weakness, teachers need to be free from instrumental rationality by adopting a new orientation in teacher education.