課程發展已逝？－課程發展與課程理解的關係探究

Is the Curriculum Development Past? Inquiring the Relationship Between Curriculum Development and Understanding Curriculum

Pinar 等人的《理解課程：歷史與當代課程理論辯導論》宣告了課程發展的時代已經過去…… 課程發展，生於1918年，死於1969年。真否如此？本研究認為Pinar等人所指的死於1969年的課程發展，所指涉的課程發展與現今課程發展有程度與本質上的差異，「課程發展」其實並沒有死亡。而課程發展與課程理解也具備相互補充，彼此生成的關係。課程理解的提出作為對照，讓課程工作者有機會因兩個語言的對照，進行對話，更加深對課程的理解，進一步去思考課程。

In “Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses，， Pinar et al. expressed: ”The era of curriculum development is past. …… Curriculum development: Born: 1918. Died: 1969.” Is it true? The study proposes the curriculum development Pinar talked about is different from the curriculum development most curriculum researchers refer to. In fact， curriculum development is not past. The relations between curriculum development and understanding curriculum are renewing each other. Because of the two names， curriculum scholars could begin to dialogue， understand， and reflect the curriculum.