社区公民教育资源开的权责划分以伦敦市博物馆为例.PDFVIP

《香港教師中心學報》 Hong Kong Teachers’ Centre Journal , Vol. 10 © The Hong Kong Teachers’ Centre 2011 社區公民教育資源開發的權責劃分： 以倫敦市博物館為例 Redistribution of rights and responsibilities in utilizing citizenship education resources in the community: The case of Museum of London 葉王蓓 華東師範大學政治學系 摘要 在課程分權的背景下，如何有效開發、使用社區中的課程資源，已經成為當下倍受關注的話題。本文通過 介紹倫敦市博物館配合國家公民教育課程計畫，製作相關課程資源的嘗試，指出社區公民教育資源開發的 過程中，涉及權利、責任的重新劃分：首先，課程分權並不意味必定減少中央力量的影響。適當的中央介入， 可以轉變博物館的傳統角色，協調不同的部門，從而發掘緊密聯繫學校教學、公平分配的課程資源。其次， 課程分權不僅意味學校，也包括社區獲得更多權利。博物館可以成為課程決策者，根據其強調寓教於樂的 學習傳統，為學生提供真實、做中學的公民教育課程。另外，社區組織與學校合作，協助教師教學的全過程， 能更進一步確保學生使用社區教育資源的成效。 關鍵詞 社區教育資源，公民教育，權利與責任，倫敦市博物館 Abstract How to effectively explore, utilize educational resources in the community, is a major concern against the curriculum decentralization context. This article uses the experience of Museum of London, argues that linking community resources to schools involves the redistribution of rights and responsibilities. Firstly, curriculum decentralization doesn’t mean excluding the state. State can change museums’ traditional role, co-ordinate the other institutions, thus explore educational resources closely relevant 75 to school curricula and ensure the resource distribution equity. Secondly, curriculum decentralization doesn’t mean decentralizing power to schools alone but also to the community. The museum can work as an active curriculum maker. Based on its “edutainment” learning tradition, the museum plays a key role in developing citizenship education curricula featured with play and learning. Besides, collaboration between museum and school teachers can further enhance students’ learning outcomes. Keywords educational resource in community, citizenship education, right and responsibility, Museum of London 引言 權，是相對比較新的現象。至今，許多學校、教 　　近 30 年來，跟隨世界教育改革的趨勢，課 師仍在努力適應課程分權帶來的角色變化。而教