核心素養視域下高中哲學之課程建構與教學：以臺北市某市立高中「哲學與創意思維」課程為例   免費試閱

Discussion on the Discourses of Curriculum Designs and Teaching of the Philosophy-Course in the Vision of Competency-Based: “Philosophy and Creative Thinking” at a Senior High School in Taipei

本文旨在探究「核心素養」視野下的「高中哲學」之課程建構與教學。筆者首先以105學年度任教的導師班與任課班為對象，進行訪談敘寫與分析，發現受訪學生常出現四種存有困境：其一為自我價值的失落，其二為學習瓶頸，其三為人際間的孤立與衝突，其四則是未培養出獨立思考的能力。筆者以此四項困境為基礎，進行課程規劃，設置「自我價值與幸福的條件」、「知識的建構方式」、「情緒的詮釋與安頓」、「批判性思考與辯論實踐」等四大主題，這不僅是東、西方哲學史上的重要論題，亦能回應學生的存有困境。
在課程設計上，筆者期待依據本校學生的特質、認知能力與知識背景，與108學年度即將施行的《十二年國民基本教育課程綱要總綱》所論「素養導向」的精神，設計能回應這四種論題的主題與課程脈絡。以「批判性思考」之主題為例，先探究「批判性思考」在本國高中課綱中呈現的發展脈絡，再從《荀子》「辯」的概念，討論先秦哲學中「批判性思考」的詮釋可能，冀能從東、西方哲學史對這些論題的探討，為諸論題擷取合適的文本，並轉化為學生能共同參與、創造的各種教學活動。期待能以此論文，探究臺灣高中哲學課程之理論建構脈絡、教學實踐方式。

The present study aims at designing a course in philosophy which guides high school students to tackle their daily struggles in adolescence. Additionally, the course is compatible to the spirit of core competency in “Curriculum Guidelines of 12-Year Basic Education”. In the field of philosophy research, scholars often referred philosophical education to developing students’ competency of critical thinking and constructing their view of self-life. Based on this concept, I first elicited students’ self-reported struggles which they encountered in their daily life, and then helped students respond to these dilemmas via discussion on philosophical theses and thinking methods. During the interviews with my two classes, the dilemmas that were reported included losing of self-worth, bottleneck of learning, alienation of relations and conformity behavior. To respond to these self-reported dilemmas, the course was divided into four thesis sections: self-worth and virtues, approaches to knowledge construction, emotion management and critical thinking and debate, which are all pivotal theses in both eastern and western philosophy history. In the spirit of core competency in “Curriculum Guidelines of 12-Year Basic Education: General Guidelines,” the mapping between the four philosophical theses introduced in the course and the core competency that is expected for students to acquire is elaborated. Hopefully, the course in philosophy proposed in the present study could serve as a possible reference for diversifying elective courses in high school.