課程政策形塑與實施之議題脈絡分析

Abstract

因應時代迅速變遷，我國政府先於2003年一月十五日公布「國民中小學九年一貫 課程綱要」，再於2004年八月三十一日公布95暫綱，於九十五學年度起實施，以 與九年一貫課程銜接。在95暫綱方興未艾之際，98課綱修訂工作又旋即於九十六 年開始進行，預定於九十八學年度起實施，並於實施理念、方式、修習學分數等 方面進行調整，引發諸多討論。在新修訂之98課綱草案中，藝術領域除總體修習 學分數減少外，相較於音樂及美術等其它藝術學科，「藝術生活」之學習內涵尚 有相當幅度之調整，甚且有學科知識結構轉向的狀況。由於重要課程政策作為教 育的核心，動見觀瞻，應被確實檢討。本研究將以二階段、四年為研究期程，第 一年探討高中藝術生活課程產製的始末以及政策形塑的過程，第二年分析藝術生 活教科書與教材文本的編審機制與衍生的議題，第三年探討藝術生活實務教學工 作者對課程的詮釋、評價與教學實踐，第四年則探討藝術生活學習主體對課程的 詮釋與評價，期望本研究之實施能對未來高中藝術課程政策的修訂與實施，有所 助益，進而落實教育研究、政策與實務三者銜繫的使命。

In order to accommodate the changing era, the government of Taiwan issued “Grade 1-9 Curriculum Guidelines” in 2003. Then the government issued the “Temporary Senior High Curriculum Guidelines” in 2004. However, while the “TemporarySenior High Curriculum Guidelines” has just been implemented, the government issued “Senior High Curriculum Guidelines” right away. Compared to the “Temporary Senior High Curriculum Guidelines,” the “Senior High Curriculum Guidelines” has been revised quite an amount. Consequently, the new curriculum guidelines have resulted in many debates. Within the new curriculum guidelines, Applied Arts is one of the subjects which got many arguments. The changes of teaching content and curriculum structure of Applied Arts were the reasons for the debates. The goal of this study is to survey the formation and shaping toward the policies of Applied Arts. In doing so, this study will conduct a four-years research design. During the coming four years, this study will try to clarify the formation of the policy, the publication of textbooks, teachers’ believes toward the curriculum, and students’ attitudes toward the curriculum. It is hope that the results of this research could offer suggestions for policy makers, textbook writers, Applied Arts teachers, and students in Taiwan.