Kliebard對課程理論意義的探討

On Kliebard’s Discussions About the Meaning of Curriculum Theory

本文旨在以美國學者Herbart M. Kliebard（1930-2015）為對象，析論其在課程理論意義方面的探討。於說明題旨、緣由、要項與架構後，以三節分述Kliebard對課程理論所作的概念分析、其對隱喻與理論二者關聯所作的解釋，以及其為課程理論所作的示例。第伍節討論，先指出Kliebard主張寬廣看待課程理論的概念，其較早在課程語境說明隱喻與理論的關聯、並以示例闡釋課程理論即隱喻的意蘊二項特色；後則在其課程理論的大哉問「該教什麼」所提核心四問之上，以後來學者之見另加補充的六問，並據以作成衍釋：除應關注作為課程載體的知識背後之政治意涵，並應更適切地將學生的背景因素納入教學的考慮，俾便確保學生順遂地近取課程的知識。末了結論指出，Kliebard在以學理方法完成之課程理論方面的著述，固然尚有可資進一步研究的專題，而其以歷史方法完成之課程歷史方面的著述，亦不乏與課程理論有關的要項可再作進一步研究。

This article aims to analyze critically on H. M. Kliebard’s discussions about the meaning of curriculum theory. After explaining the themes, reasons, main items and structure of the research, Kliebard’s discussions of the meaning of curriculum theory are divided into three sections, i.e. his conceptual analysis of curriculum theory, his explanation of the relationships between metaphor and theory, and his examples for curriculum theory. Then, six questions are added to the four core questions of“What to teach”mentioned by Kliebard, and an interpretation was made: In addition to paying attention to the political meanings behind the knowledge as the curriculum carrier, the students’background factors should be more appropriately incorporated into the teaching to ensure that the students can access to the curriculum knowledge smoothly. Finally, the conclusion points out that Kliebard’s works on curriculum theory done by using theoretical method can be further studied, his works on curriculum history done by using historical method, also have some important items on curriculum theory to be further studied.