九年一貫課程學習領域之統整

On the Integration of Fields of Study in '6-15 Curriculum Syllabus' in Taiwan

民國八十七年九月三十日教育部頒布國民教育階段九年一貫課程綱要總綱，建構了一至九年級課程縱的垂直銜接之架構，以及以七個學習領域將原本科目本位的課程做橫的水平統整。自九年一貫課程綱要總綱公布後，各界爭議的焦點主要集中於「分科」或「合科」教學，這涉及課程統整的理論與實際，實有必要客觀的加以探討。以學習領域取代傳統科目的課程統整，實為國民教育階段九年一貫課程改革的核心課題。本文擬從課程統整的觀點，探討九年一貫課程學習領域的規劃與實施，首先說明課程統整的意義，其次敘述課程統整的理由，然後闡明課程統整的目的，再次分析課程統整的理論，接著論述課程統整的途徑，最後則探討九年一貫課程學習領域統整的問題，以作為學習實施新課程的參考。本文認為課程統整本身不是目的，而是造成基本教育目的的手段。邁向新世紀的國民中小學課程改革如果要有樂觀的前景，則必須認真探討課程統整的問題：一、七大學習領域與十項國民基本能力的關係脫節；二、七大學習領域統整的理論基礎薄弱；三、七大學習領域間缺乏連繫與統整；四、七大學習領域與六項重大議題間統整困難；五、七大學習領域分割學校課程版圖，不利學校本位課程發展。學校本位課程發展應採用由下而上聯結的課程統整，取代由上而下的科層體制之課程統整模式。

The traditional subject-based curriculum for elementary and junior high schools in Taiwan has been criticized for its horizontal fragmentation of knowledge and vertical incoherence of curriculum development between the pgase of elementary and that of junior high levels. The concept of ’Fields of Study’is an attempt to relate several traditional subjects to alleviate the artificial separation of school subjects. An explorational of the issues surrounding the concept of curriculum integration is fundamental to emergent curriculum reform， ＂6-15 Curriculum Syllabus’for elementary and junior high schools in Taiwan. This paper aims to clarify the concept of curriculum integration in terms of its reasons and purposes in order to reflect upon how curriculum integration is highly valued by educators. The curriculum integration models are based upon the theoretical foundations of philosophical epistemology， sociology of knowledge and cognitive developmental sciences. The paper argues that curriculum integration is not an end in itself， but a means for accomplishing basic educational aums. We do not expect that the reform of curriculum integration will be successful in the new century without considering the theoretical and practical issues raised: 1. the linkage between fields of study and their related basic competencies; 2. the inadequacy of theoretical foundations for the fields of study; 3. the correlation and integration within and between fields of study; 4. the incorporation of cross-curriculum in terms of the 6 main topic into the 7 fields of study;5. the reformulation of subject bounderies is inconsistent with the idea of school-based curriculum development movement as suggested in the new curriculum syllabus. We recommend the connective positive position instead of the bureaucratic form of integration， that is， the bottom-up in place of top-down curriculum development and implementation.