課程研究與課程發展理念的實踐

過去我國中央政府往往透過教育行政命令規定學校教科書，而且一般學校往往接受官方指定的教科書或選用民間出版的教科書，做為學校課程的依據，學校普遍缺乏「課程發展」的觀點。不僅忽略從教師的專業角度來省察學校課程的問題，未能從學校教師的教育專業觀點來探究課程的蘊義，更未能從「行動研究」的角度將課程視為「研究假設」，以及未將教師視為在學校情境當中的研究者。因此，今日台灣學校是否能夠確實進行「課程發展」，落實「學校本位課程發展」的理念，耐人尋味。是否徒有「學校本位課程」之名，而無學校本位課程「發展」之實？或雖有課程的「發展」，但卻未能發展出優質的課程，導致課程品質的下降？尤其是學校是否透過「課程研究」進行「課程發展」，更是值得深入研究。作者提出課程行動研究的四個具體建議，亦即強調「課程即課程發票的行動研究假設」的課程意義、「教師即課程發展的行動研究者」的教師角色、「學校即課程發展的行動研究基地」的學校情境，呼籲課程學者與學校教師，協同合作，透過行動研究進行學校課程發展。

The paper argues curriculum research as an adjunct to curriculum development. The government in Taiwan should encourage school to conduct curriculum research and to develop school curriculum. In particular， school practitioners could apply action research to develop school-based curriculum. Then the authors offer four suggestions regarding curriculum action research: （i）To grasp the meaning of “curriculum as hypothesis of action research in curriculum development”. （ii）To encourage the role of “teacher as action researcher of curriculum development”. （iii）To cultivate the climate of “classroom as action research laboratory of curriculum development”. （iv）To construct the conditions of “school as action research base of curriculum development”. And finally the authors call curriculum researchers and school practitioners to conduct collaborative action research to develop school-based curriculum.