COVID-19疫情下的教育反思： Luhmann系統理論的觀點

Reflection of Education under the COVID-19 Epidemic Situation: Centering on the Perspective of Luhmann’s System Theory

COVID-19打亂了各國的經濟和政治生態，全球已經有185國因為新冠肺炎疫情而被迫停課。我國亦於2021年5月中旬宣布實體教室關閉，並推出「停課不停學」的響亮口號，以「線上學習」作為學生不能到校上課的應變措施。這一波疫情讓教育現場產生全面性的衝擊，在疫情蔓延之際，當親師生努力適應線上教學時，除了教學技術，是否還有哪些面向值得教育反思？教育系統應當重新探究教育的本質與教育之形式。本文透過Luhmann的系統理論探討，面對COVID-19疫情時教育系統與教師之自主性，再從三方面進行教育系統之反思：首先，確定教育系統之目的為看見多元之學習需求與學生之學習能力；其次，在時間有限下，教學技術具有雙重偶連性，將產生技術缺失；最後，社會面向與選擇有關，教育系統選擇的目的是回應其他系統與自主系統。希冀透過Luhmann之系統理論，促使我們建構疫情下教育之可能作為，隨著師生雙方透過跨界教學與自主學習之過程，提高達成教育目的之機會。

COVID-19, which disrupted not only the economic and political ecology, but also suspended classes in over 185 countries. Taiwan also announced the interruption of physical classrooms from mid-May 2021, and launched the slogan of“no suspension of classes”taking“online learning”as an alternative plan for students. When the epidemic spread, when parents and teachers tried to adapt to online teaching, were there any aspect of educational reflection except for teaching technology? The education system should re-explore the essence and form of education. Through Luhmann’s system theory, this paper discusses the autonomy of the education system and teachers’in the face of the epidemic, and reflects on the education system. First, determining the purposes of the education system is seeing the diversified learning needs and students’learning ability. Secondly, under the limited time, teaching technology has double contingency, which will lead to the lack of technology. Finally, social orientation is related to choices. The purpose of educational system choice is to respond to other systems and autonomous systems. Through Luhmann’s system theory, we can construct the possible actions of education under the epidemic situation, and improve the opportunities to achieve educational objectives through the process of cross-border teaching and autonomous learning.