促發課程改革的永續機制：『教師即課程評鑑者』的理論探究

Abstract

臺灣在此次九年一貫課程的改革熱潮中，有的教師以冷漠回應，有的教師多所觀望，也有教師從課程的改革中體會教育的真諦，樂在其中，正在其崗位上以行動實踐理念，而許多動人的課程與教學故事也不斷展開。然而，教師在持續行動的時間序流中，也開始反省：我這樣的課程，學生快樂了，學生真的學到該學的，應有的能力養成了嗎？我的課程規畫與教學適當嗎？問題出在那裡？有沒有更好的策略？教師自從成為課程發展者之後，即需要自我反省，如何經由反省回顧，以踏實向前，是目前投身於教改中教師群的心聲。而課程評鑑是協助學校教師蒐集訊息、瞭解問題、研擬策略、改進問題的重要機制，但是長期以來教師在課程評鑑中，始終是一個被「觀看」的角色，評鑑對教師而言，無疑是一種「評等」與「審判」，處於一種被動、壓抑的地位，在評鑑的系統中，教師僅是客體，而非主體，此主客二分的思維，已無法解釋當前的課程改革情境。在評鑑的系統中，教師應是主體，因為唯有課程發展者才最瞭解課程，最有資格對自己的課程進行評鑑，但一方面教師同時也是客體，教師也需要經由他人的意見與回饋中瞭解自己的盲點，以利課程的改進。是故，「教師即課程評鑑者」的理念與作法，將有助於長期進行課程改革，也唯有當課程評鑑成為教師教學生活中的一環時，透過評鑑促發改進的動力才能源源不絕，課程改革之路方能長久。本研究主要分析教師、課程與評鑑的關係；探究「教師即課程評鑑者」的理念基礎；提出當前及未來教師進行課程評鑑之具體建議。

Facing the recent nine-year consistent curriculum reform in Taiwan, some teachers are indifferent, some are hesitant, and stills others are happily devoted to it, recognizing the true significance of the reform and putting their ideals into action. During the process of carrying out their ideal curriculum, these teachers also start to reflect on their pedagogic practices: My students seem to be happy with the curriculum, but do they really learn what they should learn and gain the abilities they should have? Are my curriculum planning and teaching appropriate? Are there any problems? What are they? Do I have better strategies to solve them? After teachers become curriculum developers, they need to be self-reflective and try to learn how to progress through self-reflection. Curriculum evaluation is an important mechanism in assisting teachers in collecting information, understanding problems, planning strategies, and improving curriculum. However, the role teachers played in curriculum evaluation has been a passive and suppressed one, always being observed, evaluated, graded, and judged by the specialists and professionals. In the traditional evaluation system, teachers were just objects, not subjects, which could not fit into the current situation of education reform. On one hand, teachers should be the subjects in curriculum evaluation because they are the curriculum developers, and they are the ones who know most about the curriculum and the most qualified ones to evaluate the curriculum. On the other hand, teachers should be objects as well. With other people`s opinions and feedback about their curriculum, they may understand their weakness and shortcomings to improve their curriculum. Therefore, the concept and practices of "teachers as curriculum evaluators" are useful in promoting ongoing curriculum reform. Only when curriculum evaluation becomes a part of teachers` teaching career, then the motive power generated by evaluation will last forever to give continuous impetus to curriculum reform. The purposes of this research are as follows: analyzing the relationship among teachers, curriculum and evaluation, investigating the conceptual basis of "teachers as curriculum evaluators", providing some specific suggestions about how to carry out curriculum evaluation for current and future teachers.