改革即改變嗎？─教育改革理解路徑之探索   免費試閱

Reform as change?–Exploring Approaches for Understanding Educational Reform

本文檢視臺灣與美國對於教育改革理解的相關文獻，以探討改革與改變的意義，並說明為何論理的方式影響我們對於改革的想像與採取的行動。本文整理學者對於教育改革的理解方式，提出歷史文化、政治社會與學校體制的三種教育改革的理解路徑，並分析在改革方案不斷推出的複雜教育現象中，為何改革並不等於改變。本文強調改革論理方式改變的需要，以及教育的高度脈絡化。歷史文化、政治社會與學校體制的理解路徑，也提示教育改革的研究者，特別是課程改革倡發者，更需要貼近學校日常生活與聆聽教師聲音，而課程決策菁英更應協助發展長期駐校的教育夥伴機制，而不只是開發改革方案供複製而已。

This paper discusses the meaning of educational reform by examining literatures about approaches for understanding reform. The paper also argues that our ways of reasoning become a frame delimiting our imagination and action about educational reform. Through analyzing various scholars approaches to understanding educational/curriculum reform, the study proposes the cultural-historical, socio-political and school institutional perspectives to discuss the definition and understanding of reform change. The paper concludes that the complexity of educational and curriculum reform need to be grappled with the everyday life of schools, to be closer to the grammar of schools, and to listen to voices of teachers. Rather than continuingly developing reform programs to be copied, a mechanism of researchers-in-residence needs to be created in future.