制化文本對課程改革的影響：以九年一貫課程為例

The Impact of Institutionalized Text on Curriculum Reform：in the Case of Grade 1─9 Curriculum

本文目的在了解制度化文本對課程改革的影響，並以九年一貫課程為例，說明不同的制度化文本意涵會對課程改革產生不同的影響。根據文獻分析結果發現，課程即制度化文本具有「管制化」、「合法化」、「內化」三種不同的意涵，分別對課程改革產生不同影響。在對九年一貫課程進行檢視後發現，九年一貫課程不但是充滿「管制化」意涵的制度化文本，更是持續尋求「合法化」基礎的制度化文本，亦是積極尋求能被「內化」的制度化文本。文末據以提出三項建議，包括對九年一貫課程作為制度化工具保持批判意識、強化公共論述以持續尋求九年一貫課程的合法化基礎、提供長期且充分的支援以促成九年一貫課程能被內化。

This article is to explore the meaning of curriculum as institutionalized text， and take Grade 1─9 Curriculum as an example to clarify the impact of institutionalized text on curriculum reform. Results indicate there are three different meaning of curriculum in institutionalized text， including regulation， legitimation， and internationalization. Different meaning of curriculum of institutionalized text has diverse influences on the practice of Grade 1─9 Curriculum reform. In the end， the authors provide three recommendations for improving the practice of institutionalized text.