課程改革的橋樑：課程與教學輔導體系重建的理論與實踐

The Bridge of Curriculum Reform：The Theory and Practice 0f Re-Construction of Curriculum and Instruction Consulting system

九年一貫課程改革實踐所呈現的「課程理論與教學實務之間的落差」及「課程政策與課程執行之間的落差」，凸顯了台灣在後現代社會特徵與威權轉型的民主化進程下，國家在課程治理上困境與挑戰。研究者從參與「國民教育輔導團」相關工作經驗中，發現存在我國已久的此一任務編組以及九年一貫課程推動後新增設的「教育部課程與教學輔導組」所構成的「中央-地方課程與教學輔導體系」，若從「課程治理」的觀點予以其定位及功能內涵再概念，隱然具有聯繫「理論與實務」、「政策與執行」、「中央與地方」的戰略位置與功能，可視為國家層級整體課程治理機制之ㄧ環，只是過去未被系統性的論述與建構。依此，本文從當代政府治理論述之觀點，發展「夥伴協作課程治理」之概念，展開對「中央-地方課程與教學輔導體系」之定位及其內涵的再概念。

“The gap between curriculum theory and practice” and “The gap between curriculum policy and implementation ” are two important obstacles and challenges of the nine year integrated curriculum reform. These two challenges also uncover the challenges of the national level curriculum governance when Taiwan society transformed into a post-modern and democratic society. From my experience about participating in related activities of the “Compulsory Education Advisory Group” for a very long period of time and found out that “Compulsory Education Advisory Group” and “Consulting Group of Curriculum and Instruction in MOE” can become the “Curriculum and Instruction Consulting System”. From the point of view of “Curriculum Governance”， this system can have various functions of connecting “theory and practice”， “policy and implementation”， “central and local”. This system can be an important section of national level curriculum governance mechanism. Therefore， this study starts from the governance theory. Second， this study develops the “curriculum governance of collaboration” concept. Third， this study re-conceptualizes the position， concepts and meanings of “central-local curriculum and instruction consulting system”.