從教師與出版業者之關係看十二年國民基本教育課程綱要下教師學習的轉變

The Translation of Teacher Learning Under the Curriculum Guidelines of 12-Year Basic Education in Taiwan: A Relational View Towards Teachers and Textbook Publishers

出版業者服務教師已行之有年，然而，十二年國民基本教育課程綱要之下兩者關係有何轉變？教師如何學習面對新的教學問題？本文為民族誌研究，透過訪談及觀察為資料，以行動者網絡理論的「轉變」為概念工具，本文發現兩個聚合的消長：既有「課本—服務」聚合的諸多行動體之間，其連結逐漸弱化，「出版業者」被「新課綱」轉變，無力提供新課程的教科書，削弱了對教師的服務，「出版業者」與「教師」的連結因而轉弱；新湧現的「基鐘—共備」聚合裡，「教師」被「新課綱」轉變，基於授課「基本鐘點數」而紛紛開設新課程，在沒有出版業者服務課本與配套之下，藉由加入校內同事組成的校訂必修「共備會議」，共享授課簡報、學習單、評量規準等物，重新穩定無出版業者服務的教學實作。本文揭露新課綱如何促發校內教師形成一個脫離出版業者為軸心、集體解決教學專業問題的新氣象。

In Taiwan, teachers commonly use curriculum packages predesigned by textbook publishers to respond to national curriculum reforms. How have their relations changed under the Curriculum Guidelines of Taiwan’s 12-Year Basic Education? Ethnographic data were collected through observation, field notes from attendance of school-based curriculum codesign meetings weekly, and interviews with teachers and textbook publishers’ representatives. Adopting ANT as a sensitizing framework, this study identified two assemblages: textbook–new curriculum guideline-service-assemblage, and minimum teaching hour–colleague-curriculum codesign meeting-assemblage. For the first assemblage, connections between actors turned weak. New curriculum guidelines translated textbook publishers to be unable to provide textbooks for new courses; therefore, they were unable to serve teachers. For the second assemblage, due to a minimum number of teaching hours to fulfill, teachers were enacted to develop new courses without the support of teaching materials from textbook publishers. Teachers were enrolled in SCCMs so that they could legitimately use curriculum packages and course materials codesigned in the SCCMs, thereby further solidifying teaching practices without the assistance of textbook publishers. This study revealed that a new curriculum enacted teachers collectively developing a teaching practice independent of textbook publishers.