| 摘要: | 103年頒佈之十二年國民基本教育課程綱要（以下簡稱新課綱）的變動極大，高中課程的轉化如何可能？過去負責推行政府課程政策的正式組織是「國民教育輔導團」，包括中央與地方；但是這一次的推動，是由眾多單位責成分頭並進，其中最顯著的新氣象是湧現一批高中老師講師團，以「老師陪伴老師」的工作坊研習，將教師們視為繁瑣叨絮的新課綱，轉化為一系列熱門的操作研習活動。於是，研習重新成為政策的重要中介，新課綱108學年度正式上路前後，如何順利地從政府研發單位進入學校、從學校行政進入班級教室？ 本計畫以行動者網絡理論（Actor-Network Theory）的觀點與多點民族誌的分析取徑，看高中講師團如何站在政府頒佈的「課綱課程」，與教學現場老師的「教室課程」之間，發展應用策略，將新課綱「轉譯」、將老師「位移」，看哪些「行動者」被搬到新的位置？將行動者的「利益」，轉譯成為「盟友」？一小群講師團的工作坊方興未艾，對比一大群學者專家政府官員通過的新課綱被戲稱為「大怪獸」，兩者規模的差異，強弱如何可能反轉？本計畫沿著跨校研習、校內重組、教室教學這三個相連結的活動場域，追蹤網絡裡人與非人行動體的實作軌跡，理解新課綱課程政策在普通高中到底如何轉化？在培養學生如何「自動好」之際，老師如何展現「自動好」？ ;This proposal focuses on the enactment and implementation of Taiwan’s broad sweeping national curriculum reform policy -- 12-year basic education reform. Launched in 2014, it emphasizes literacy-based rather than competency-based, and a focus on “what works” has come to be seen as an efficient and necessary practice. However, as we noticed, the complex process of implementing an educational policy has drawn people’s attention to how can curriculum guidelines be transformed into high school classroom practice? In the past, the major accountability for curriculum dissemination and implementation was the Curriculum and Instruction Consulting Organization both at the national level and at the local level. However, the collaborative governance is now enacted in a variety of ways. Among them, “teachers facilitating teachers” is the most promising one. How did this practice emerge? Understanding policy as assemblages, fluid networks, or entanglements is one emerging and promising shift in the study of policy (Fenwick & Edwards, 2010; Nespor, 2002; Heimans, 2012). Using multi-sited ethnographic tools and actor-network theory, this three-year project seeks to understand and conceptualize the movements and effects of the curriculum reform. Three conceptual tools will be used: translation, assemblage, and performativity. In particular, reform is viewed as networks of translation; assemblage is utilized to describe how people, their material objects, and their discursive practices are brought together to implement the curriculum guidelines; both teachers and students’ classroom practice are recognized as the performative effects of policy. Certain ideas and actors will be traced to examine how commitments and interests are triggered, followed, mobilized, displaced, defended, or challenged. How such descriptive analyses might serve as critique will also be discussed. |
