學生沒學會的課程：一所國中學生觀點建構的空無課程之研究

本文以Eisner空無課程理論為基礎，透過學生觀點呈現其「未經驗」與「沒學會」的課程，刻劃臺灣社會文化脈絡國中學生觀點的空無課程。依此，本研究植基於臺灣社會文化脈絡，訪談北部一所國中的國三學生及師長。研究發現，學生觀點的空無課程是來自於學校教師教學、考試、學生的家庭條件及學習意願，類型可以歸納為「學校和教師建構的空無課程」和「學生自己和家庭建構的空無課程」。植基於研究發現，本研究一則提出課程是動態、運作和移動的之解釋，二則強調放學後課程與影子教育及時間對學生學習的關鍵影響，並指出影子教育是造成課程動態化辯證的主要關鍵。結論則透過反思教育實務上教師教學、考試引導教學及課程運作落差的問題，關注學生的真實學習經驗，試圖透過有限的學生觀點，為臺灣的國中學生所經驗的空無課程找到可能的原因和理由，讓學校教育發揮應有的價值。

The study is based on Eisner’s theory of null curriculum and presents the“non-experienced”and“non-learned”curriculum from the perspective of students, depicting the null curriculum in the context of Taiwanese society from junior high school students’perspectives. In this regard, the study, interviews ninth-grade students and teachers from a junior high school in the northern region. The results show that the null curriculum from the students’perspective arises from factors such as teachers’instruction, exams, students’family, and their willingness to study. These factors can be categorized into two types:“school and teacher constructed”and“students and family constructed”null curriculum. Based on the research findings, this study proposes two explanations: first, curriculum is dynamic, operational, and evolving; second, it emphasizes the critical influence of after-school curriculum, shadow education, and students’learning time. It is noted that shadow education is a primary key factor that leads to the dynamic and dialectical characteristics of the curriculum. The conclusion reflects on the issues of teaching, teaching to the test, and curriculum implementation, focusing on students’actual learning experiences. Through a limited student perspective, the study identifies possible reasons and explanations for the null curriculum experienced by junior high school students in Taiwan, aiming to enable school education to fulfill its inherent value.