課程與教學的社會學分析--三所小學教育實際之比較研究

A Sociological Analysis of Curriculum and Instruction--A Comparative Study of Pedagogical Practices in Three Elementary Schools

本文主旨在分析一所另類學校（森林小學）的課程、教學與評量，並探討其對我國教育改革的意義與啟示。運用Basil Bernstien和Robert Dreeben的相關概念為參照架構，將森林小學與另兩所一般學校的教育實際做比較，發現森林小學的教育實際比較傾向不可見的教育（invisible pedagogy），而另兩所學校則偏向可見的教育（visible pedagogy）；獨立（independence）與成就（achievement）兩個規範（norm）在三所學校皆顯而可見，普遍性（universalism）與明確性（specificity）兩個規範以森林小學最不顯著。其次，從教育的意識型態、學校的組織安排、社會的政治經濟情況、家長的期望要求等互相關連的因素解釋三所學校之間顯著的差異，而這些因素亦可解釋其相似之處。作為教育改革運動的先鋒，森林小學的教育實際具有進步、革新的意義，但是其服務的對象未能打破社會階層的界線，其培育出的學生可能是未來的「市場適應者」而不是「社會改革者」。最後本文針對另類學校、教育行政當局、教育研究與工作者分別提出改革的建議。

The purpose of this paper is twofold， analyzing the curriculum， instruction and evaluation in the Forest Elementary school and discussing its meaning and implication for educational reform in Taiwan. Based upon the relevant concepts established by Basil Bernstien and Robert Dreeben， a reference framework is developed by which the pedagogical practices of two conventional elementary schools are contrasted and compared with those of Forest Elementary. This study finds that the pedagogical practices of Forest Elementary are more inclined to invisible pedagogy， while those of the other two schools are more inclined to visible pedagogy. In terms of the four norms prevalent in schools， both achievement and independence are conspicuous in all three schools under study. Universalism and specificity are much less noticeable in Forest Elementary than in other two schools. Four interrelated elements can explain these differences and similarities among the three schools. They include educational ideologies， organizational arrangement of schools， parental expectations and demands， and political and economic conditions in the society. This paper argues that as a vanguard of educational reform movements， the pedagogical practices of Forest Elememtary connote the meaning of progress and innovation. However， because the students served have been limited to a certain segment of the society， which belongs mainly to the middle and upper-middle class， those who are educated in Forest Elementary may be more able to adapt themselves to the future market， instead of changing the society. This paper concludes with suggestions for alternative schools， educational authority， and educational researchers and workers， respectively.