人本課程/學生為本課程之意涵探索:一個詮釋性現象學的個案研究

林德成

Research output: Contribution to journalArticles

Abstract

「學生為本」課程為每一專業老師心中教育理想之所繫,亦乃其教學實踐中奉之為圭臬者。但何謂「學生為本」課程?老師在這種課程框架內是如何定位,及如何實踐這種課程之目標?研究文獻指出,不同老師抱有不同的課程詮釋及演繹。但這課題上之文獻探討,大多是理念的闡析,而少有實證研究,也就是說,少見有人把某人實踐的課程進行分析或詮釋為currere(跑馬場)課程,而做一論述。是以,研究者有意在此方面做出嘗試,以現象詮釋學角度探索及分析何謂「學生為本」課程?其與後現代課程學者Pinar(1988)所倡議之curriculum as currere(跑馬場課程)又有何不同?明顯而言,何者為currere課程?及其應如何被演繹出來是純綷一詮釋的過程及結果。老師或研究員皆可以作主體性的詮釋。本研究是根據一歷時3~4年(參與學校4所、2所為小學、2所為中學,每校有2~3位老師或校長參與)的教師課程信念研究所得出之結果及心得,藉以探討並指出,此種詮釋性現象學研究如何能為老師的課程信念提升、專業發展及老師個人生涯之意義重整等三方面做出貢獻,以及指出此種研究方法可以如何打開新的學術研究及老師專業發展天地,以致最終令學童得益。
Teachers as professionals are both assumed and reported in literature to dedicate themselves to the academic, personal and social well-being of their students. This will entail a kind of formal and informal curriculum that is geared towards the needs of the students. The notion of a 'student-centred curriculum' begets a lot of different interpretations and practice from amongst the teacher sector. It also impinges a lot on teachers' interpretations and the resultant enactment of what they think is a student-centred curriculum. The researcher would like to find out how it is likened to Pinar's (1988) notion of curriculum as currere which emphasizes a path of self discovery and self actualization. This study finds out that different teachers embrace different notions of child-centred curriculum and practice. It also argues that a hermeneutical and phenomenological way of studying such a notion or theory-in-action among targeted teachers and principals (a total of eight) would yield more illuminating insights and revelations than other commonly used research methods. The study reveals that Gadamer's notion of 'fusion of horizons' can be realized with the researcher and the participant teachers mutually enhancing their pre-understanding of student-centred curriculum notions and practice. The hermeneutic interviews also results in the researcher's and teachers' re-constructing the meanings of their journey as professional education practitioners who have a heart in child-centredness. Such an approach of studying and empowering teachers, it is argued, would transform the world for the betterment of our children. Copyright © 2009 高等教育出版公司.
Original languageChinese
Pages (from-to)129-146
Journal課程研究
Volume4
Issue number2
Publication statusPublished - 2009

Citation

林德成(2009):人本課程/學生為本課程之意涵探索:一個詮釋性現象學的個案研究,《課程研究》,4(2),頁129-146。

Keywords

  • 教師信念
  • 學生為本課程
  • 課程詮釋
  • 詮釋性現象學
  • 後現代課程觀
  • Alt. title: A hermeneutical phenomenological study of teachers’ notion of “child-centred curriculum”: A case study in Hong Kong
  • Teachers' beliefs
  • Child-centred curriculum
  • Curriculum interpretation
  • Hermeneutical phenomenological study
  • Post-modern curriculum