探究取向的课程与教学.PDFVIP

探究取向的課程與教學 探究取向的課程與教學 單文經 澳門大㈻教育㈻院教授兼院長 侯秋玲 台灣毛毛蟲文教基㈮會執行長 摘 要 本文首先指出課程典範可分為永恆分析、實用探究和批判實踐等三 種。有鑒於永恆分析的課程典範，過分注重技術理性與系統分析，抹煞 了師生的互為主體性，乃提出整合了實用探究與批判實踐課程理論以及 建構教學理論的「課程乃協同探究」，以及「探究取向課程」等二種教 學實踐模式。文末指出，這二種模式與禮記中庸揭示的「博學、審問、 慎思、明辨、篤行」以及孔子所言「疑思問」、「學而不思則罔，思而 不學則殆」的學問之道理念一致。 關鍵詞：課程乃協同探究、探究取向課程、課程典範 教育研究與發展期刊（第四卷第二期） 2008.06 63 Journal of Educational Research and Development 探究取向的課程與教學 Inquiry-Based Curriculum and Instruction Wen Jing Shan Professor and Dean , Faculty of Education, University of Macau Chiu Ling Hou Executive Director, Caterpillar Philosophy for Children Foundation Abstract The authors pointed out that there are three commonly acknowledged curriculum paradigms: perennial analytic categories, practical inquiry, and critical praxis. The first paradigm has been criticized as too dependent on technical rationality and systems analysis, and neglecting inter-subjectivity. This paper, on the contrary, introduced the concepts of “curriculum as collaborative inquiry” and “inquiry-oriented curriculum” that integrated the second and the third paradigms with other concurrent theories of curriculum and instruction. The authors found that the essence of the two models corresponded with the ideas of inquiry mentioned in Confucian’s writings. Keywords: curriculum as collaborative inquiry, inquiry-oriented curriculum, curriculum paradigms 教育研究與發展期刊（第四卷第二期） 2008.06 64 Journal of Educational Research and Development