課程範式：意涵、應用和爭議

不少中、西學者都在課程領域裏應用「範式」 一詞，—方面既促成百家爭鳴，另一方面卻引發不少爭論。本文的自的不在於統整學者課程範式的看法，亦非要說明各課程範式的內容，而是從範式的定義入手、探討課程範式的概念。首先，本文從 Merton 及 Kuhn對範式的概念入手，說明和分析兩人對範式的意涵；其次，會根據Merton及 Kuhn 兩人的看法，分析範式這概念在課程領域的應用；最後，綜合課程範式的爭議焦點。探討的結果可以歸納為兩個要點：一是爭論多源於對範式的定義和特性的不同理解，二是爭論將會持續。因此，筆者建議必須小心使用「範式」一詞，在應用時亦應清楚說明它的操作定義，同時亦需留意這名詞判的特性。對於課程範式之間的爭論，筆者認為未來將不會出現一統的學說，爭論仍會持續不斷。然而，筆者對這種持續爭論的局面抱持樂觀的態度，認為這種爭論是一種機遇，可以為課程領域帶來更多方面的探討。
Paradigm is a term widely used by Chinese and Western scholars in the field of curriculum. It leads to popular discussions and arouses controversies among scholars. The main purpose of this article is neither describing nor integrating these discussions and controversies in detail. Instead, it inquires into the use of this term through its definitions and meanings. This article starts from delineating the concepts of paradigm by Merton and Kuhn. Then, according to these two conceptions, it analyzes and discusses the applications of paradigm concept in curriculum studies. Finally, the foci of debates of paradigm usage in curriculum field are delineated. The results of this inquiry can be concluded into two aspects. Firstly, the debates are originated from different conceptions on the definition and characteristics of paradigm. Secondly, predictions and suggestions of paradigm development are discussed. Thus, it is advisable to carefully define the term before application and special attention should be given to its operational definition and characteristics when applying it in the field of curriculum. The writers do not think that a unique idea of paradigm concept would appear, but still optimistically argue that the debate provides an opportunity of inquiries from various dimensions in the field of curriculum. Copyright © 2004 Hong Kong Institute of Educational Research. All Rights Reserved.