邁向課程實踐理論化的行動研究
No Thumbnail Available
Date
2004-09-??
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
行動研究藉由實踐者的參與，進行有系統的計畫、觀察、反省歷程以改進實踐，並作為知識的基礎，不斷地檢視理論和實踐間的關係。本研究分析臺灣課程改革雖引領出一股行動研究的熱潮，但仍假設課程實踐是理論的產品，因此課程實踐本身的複雜及豐富性也一再受到忽略。第二部分從批判學者、系統思想和複雜理論的觀點檢視課程理論和實踐間的關係。第三部分說明行動研究中的課程實踐除了課程產品或問題解決的行動外，更要產生新的專業社群和學校文化的革新。第四部分分析教師在面對複雜多樣的課程實踐時所需具備的知識。最後，本研究主張課程行動研究者應作一知識的宣稱，而其所要分享的即是課程實踐的理論化，為自己保持一點批判的距離，以更開闊的視野來觀看自己的行動和知識在整體文化脈絡下的意義。
Some educational researchers applied a linear problem-solving process, rather than a recursive cyclical process when conducting action research. Curriculum action researchers pay much attention to the steps in conducting research and the products in curriculum. Little attention is paid towards the meaning and complexity of curriculum practice. This article asserts that the value of action research is internal to the practice. The author first examines the relationship between curriculum theory and practice from the perspectives of critical theories, system thinking, and complexity theory. Then she contends that curriculum practice should be understood as a philosophy of life rather than the aggregation of simple technical skill domains. Third, she highlights various forms of knowledge action researchers need to engage in curriculum practice.Finally, she urges action researchers to share their experience of theorizing curriculum practice with others.
Some educational researchers applied a linear problem-solving process, rather than a recursive cyclical process when conducting action research. Curriculum action researchers pay much attention to the steps in conducting research and the products in curriculum. Little attention is paid towards the meaning and complexity of curriculum practice. This article asserts that the value of action research is internal to the practice. The author first examines the relationship between curriculum theory and practice from the perspectives of critical theories, system thinking, and complexity theory. Then she contends that curriculum practice should be understood as a philosophy of life rather than the aggregation of simple technical skill domains. Third, she highlights various forms of knowledge action researchers need to engage in curriculum practice.Finally, she urges action researchers to share their experience of theorizing curriculum practice with others.