課程改革下高中教師課程意識的延續與變遷之研究

Abstract

2019年108課綱正式上路，面對素養導向課程改革帶來的教育變革，教師如何認識改革與進行實踐，成為理解改革的重點，而教師所抱持的「課程意識」則為其中關鍵。過往理解改革下的教師樣態，或從「改變─抗拒」的二元價值論述觀之，或是單從「改變」層面探究教師經歷課程改革的認知與行動改變，卻未能從「延續與變遷」觀點細緻地理解教師教課程意識與教育實踐在時間下的發展。本研究從現象學、批判教育學與歷史思維的角度，重新梳理教師課程意識在時間下的變與不變；定義「課程意識」為教師的「課程理解、教學信念、反省與行動」三面向意識對象與行動，並將教師的課程意識置於長時段維度探究。本研究以敘事研究為方法，選擇兩位資深高中教師為對象，深度構繪其教師故事，並從中提取課程意識在時間中的變與不變。本研究發現兩位教師學科課程學習願景的課程理解，學生中心教學、教育公平與多元智能等教學信念為延續不變的課程意識對象，教師專業學習社群則為教師課程意識重要的反省與行動管道；而教師外顯課程行動與教學實踐的改變，存在長期延續的教育理念。因此，教師課程意識的延續與變遷，不是價值對立的兩端，而是展現教師專業發展的多元樣態，皆須學人平衡且審慎地探討。

The 12-year Basic Education Curriculum Guidelines were implemented in 2019. Teachers are facing a crucial moment in their profession as they must understand and practice competency-based curriculum reform, and the key to comprehend this reform is the teachers' "curriculuar awareness." Previous studies have explored the teachers' attitudes towards reform through the binary value discourse of "change-resistance" or exploring teachers' cognitive and action in the aspect of "change" alone. However, these studies fail to provide a detailed understanding of the development of teachers' curricular awareness and educational practice over time from the perspective of "continuity and change." This study aims to understand the continuity and change of teachers' curriculuar awareness over time from the perspectives of Phenomenology, Critical Pedagogy, and Historical Thinking. "Curriculuar awareness" is defined as "curriculum understanding, teaching beliefs, reflection and action" of teachers, and is explored in a long-term dimension. Narrative study was employed, and two experienced senior high school teachers were selected as the study's subjects. The study constructed their teacher stories in-depth and extracted the continuity and change of curriculuar awareness over time. This study presented that the learning vision of the subject curriculum, the teaching beliefs of student-centered teaching, educational equity and multiple intelligences are the crucial objects of continuous curricular awareness, and the teachers' professional learning community is the essential way for the reflection and action of teachers' curricular awareness. The changes in teachers' explicit curricular actions and teaching practices have long-term continuity of educational beliefs. Therefore, the continuity and change of teachers' curricular awareness demonstrate the diversity of teachers' professional development, which must be discussed in a balanced and prudent manner.