ANT理論觀點初探課程推動組織的協作邊界物

A Preliminary Study on Boundary Objects for Cross-Disciplinary Collaboration in Curriculum Promotion Organizations From the Perspective of ANT Theory

本文從行動者網絡理論（Actor-Network Theory, ANT）的觀點探討課程推動組織在實踐跨域協作中的挑戰與解決方式。研究指出，108課綱推動的背景下，教育系統內的協作機制面臨異質性組織成員在認知、語言及利益上的差異，跨領域課程協作的需求尤其迫切。透過分析課程推動工作圈與學科中心的運作模式，本文提出「邊界物」（boundary objects）在促進協作中的橋接角色，並以普高工作圈與學科中心的共同行事曆為例，討論其在異質網絡中的功能及效果。本文強調課程推動中的協作並非僅靠人員的溝通，而是有關人與物件的動態網絡關係，共同構成協作的可能性。本文結合ANT理論框架，提供跨域協作一種新視角。結論建議未來協作策略應重視物件的中介作用，以建立人與物件的網絡關係，促成改變。

This article explores the challenges and solutions of cross-disciplinary collaboration within curriculum promotion organizations from the perspective of Actor- Network Theory (ANT). The study highlights that, under the implementation of the 108 Curriculum Guidelines, the collaboration mechanisms within the education system face significant challenges due to cognitive, linguistic, and interest differences among heterogeneous organizational members. The need for cross-domain curriculum collaboration is particularly urgent. By analyzing the operational models of curriculum promotion work circles and subject centers, the article identifies the bridging role of “Boundary Objects” in facilitating collaboration. Using the shared calendar of general high school work circles and subject centers as an example, the article discusses its function and impact within heterogeneous networks. The study emphasizes that collaboration in curriculum promotion is not solely achieved through human communication but rather through dynamic networks of humans and objects, jointly enabling collaboration. This study integrates the ANT theoretical framework to offer a new perspective on interdisciplinary collaboration. The conclusion suggests that future collaboration strategies should emphasize the mediating role of boundary objects in building the network relationships between humans and objects to facilitate change.