學校課程發展委員會運作的程序正義和實質正義：課程計畫備查委員的觀點

Procedural Justice and Substantial Justice in the Operation of School Curriculum Development Committees: Perspectives of a Curriculum Plan Review Committee Member

本文以文本分析為方法、程序正義和實質正義為架構，梳理課程綱要及相關法規中有關學校課程發展委員會運作的程序和權責。筆者以多年擔任課程計畫備查委員的視角，針對學校端常以去脈絡化的限制型符碼記載課發會紀錄，提出如何撰寫具脈絡化的精緻型符碼之陳述方式，讓課程計畫備查委員透過有脈絡的文本紀錄，就能判斷課程發展委員會的討論提案是在執行何項權責而有利於課程計畫備查的作業。同時，針對梳理出來的學校課程發展委員會運作之權責，按學校教師在撰寫課程計畫之時間先後順序的邏輯，分出規劃、審查審議等不同階段的權責；並對若干學校的課程發展委員會紀錄中有疑義之權責—討論提案，以課程計畫備查委員的視角提出修改的觀點和意見供參考。

This paper employed textual analysis as a method and used procedural justice and substantial justice as frameworks to review the procedures and responsibilities of school curriculum development committees as outlined in the curriculum guidelines and related regulations. Drawing from years of experience serving as a curriculum planning and review committee member, the author proposed ways to write context-rich and elaborated codes for recording the minutes of committee meetings, which would enable committee members to better assess the proposals and responsibilities discussed during the meetings and facilitate the curriculum planning and review process. Additionally, based on the logical time sequence of when school teachers developed curriculum plans, this paper identified the responsibilities of the planning and review stages of the school curriculum development committee’s operations. The paper also present the author’s revision suggestions and perspectives on some doubtful responsibilities, proposals for discussion found in the minutes of several school curriculum development committee meetings for reference.