師資培育課程∕教學的創新與九年一貫課程∕教學的改革之對應與省思

A Contrast and Reflection on the Innovation of Curriculum/Teaching in Teacher Preparation and the Reform of Curriculum/Teaching in One-through-Nine Curriculum

臺灣近年來的教育改革可說如火如荼、從未間斷，主要的理念在於重新建構教育的核心：課程與教學，最受矚目也備受爭議的莫過於國民教育階段九年一貫課程的改革。然而，在諸多相關的論述與探討之中，比較缺乏的是對課程改革及其所需的師資培育進行分析與連結，本文企圖彌補這方面的不足，全文分為四個部分：首先，統整九年一貫課程改革的理念與內涵，分析教師於其中所扮演╱被賦予的角色；其次，歸納師資培育機構的課程與教學，討論其與教師所扮演╱被賦予的角色之間的落差；接著，從批判教育學的觀點，論述教師與改革之間的關係；最後，提出師資培育課程╱教學的創新之芻議，以因應國民教育階段九年一貫課程╱教學之改革。

Educational reform has grown vehemently in recent years in Taiwan. The main idea is to reconstruct the core of education， curriculum and teaching. The one-through-nine curriculum reform at the stage of grades 1-9 is the one that attracts most attention and causes much debate. Although there exist much related literature， few put emphasis on making connection between One-through-Nine Curriculum and teacher preparation. This paper attempts to address this deficiency. It consists of four sections. First of all， the idea and content of One-through-Nine Curriculum is articulated and the role of teacher given by the Curriculum analyzed. Next， this paper examines the coursework required by 25 teacher education programs and discusses the difference between what is required by the program and what is demanded of teachers by the curriculum. Then the perspective of critical pedagogy is explained， by which the relationship between teachers and reform is explored. Lastly， some proposals for innovating the curriculum and teaching are described in order to meet the One-Through-Nine Curriculum reform.