議題教育的教育學討論

Pedagogical Discussion on Issue-based Education Application of Deming’s Quality Philosophy

相較於1975年和1993年國民中小學課程標準只論及學科內容的思維，九年一貫課程將重大議題納入課綱，議題教育正式進入學校課程，十二年國教課綱延續了議題教育的課程政策。本文旨在闡述議題教育在課綱中的發展與轉變，以及分析議題教育的特性與待深探的課題。相較於九年一貫，十二年國教的議題教育可觀察到下列轉變：重大議題的地位消失、議題實質內涵取代議題課程綱要、議題的數量增加、議題教育說明於領綱附錄二、議題採融入方式加入領綱學習重點。交混思考議題的性質、議題教育的特性以及目的，一些值得再思索的課題浮現，本文以性別平等教育為例鋪敘這些課題，期能豐富議題教育的理論與實務討論。

Compared to the national curriculum standards of 1964 and 1993, which only emphasize the academic subjects, Grade 1-9 Curriculum Guidelines in 2000 incorporated 7 major issues into the school curriculum. The 12-year Basic Education Curriculum Guideline in 2014 continues the policy of issue-based education. This article aims to explain the development and the alteration of issue-based education in different curriculum guidelines era, followed by the discussion of the pedagogical attempts of issue-based education. Several changes of the policy are observed: the status of major issues was eliminated; the amount of issues in the curriculum guidelines increased rapidly; the curriculum guidelines of issues were replaced by lists of contents, and the philosophy and the teaching models of issue-based education were illustrated in the Appendix II of domain-specific curriculum guidelines. The pedagogical attempts of issue-based education are addressed with gender equity education as an example. The author argues that the pedagogic work of teachers to build a socially inclusive pedagogy is central to issue-based education. Creating more places for students with diverse backgrounds and recognizing and valuing diverse knowledge and ways of knowing will foster a critical engagement with the knowledge, values and voices of all students.