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研究生: 曾怡潓
Tseng, Yi-Hui
論文名稱: 一所學校的課程計畫書轉譯歷程研究:行動者網絡理論取徑
Explore the translation process of curriculum plan in a senior high school through the perspective of Actor-Network Theory
指導教授: 陳佩英
Chen, Pei-Ying
學位類別: 碩士
Master
系所名稱: 教育學系
Department of Education
論文出版年: 2019
畢業學年度: 107
語文別: 中文
論文頁數: 128
中文關鍵詞: 十二年國民基本教育課程綱要學校本位課程計畫書行動者網絡理論
英文關鍵詞: 12-Year Basic Education, School-based curriculum, Curriculum Plan, Actor-Network Theory
DOI URL: http://doi.org/10.6345/NTNU201900788
論文種類: 學術論文
相關次數: 點閱:230下載:30
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  • 我國於2014年公布十二年國民基本教育課程綱要總綱,並陸續完成各領域課綱。新課綱重新界定基本教育的範疇,拓展由國民小學、國民中學組成之九年義務教育,連結後期中等教育階段。透過各面向的政策修辭整併各學習階段與不同學校類型(普通型、技術型、綜合型、單科型高級中等學校),重塑連結不同學習場域之間的關係與認同而呈現國家人才培育的實作。
    本研究將以一所普通型高級中等學校之課程計畫書形成歷程作為研究焦點,以行動者網絡理論為觀點,描繪該所個案學校在形成課程計畫書的過程中,所捲納的各方行動者,以及所觸發的組織性與課程性的網絡聚組,呈現出個案學校在準備新課綱的過程中所展現的個體與集體能動性,重塑學校實踐的樣貌。本研究透過文件分析搭配半結構式訪談,藉以描繪以學校為單位的課綱推動歷程與實作,提供大眾理解學校內部的運作邏輯,以及提供政策規劃者做為後續課綱推動工作之參考。

    In 2014, Ministry of Education published the 12-Year Basic Education Curricula. The curricula guideline redefines the boundary of basic education, it integrates the 9-year compulsory education and post-secondary education with multiple policy rhetoric and instruments. Moreover, the upcoming curricula guideline tries to bridge the connection within educational stage, and also establishes shared fundamental curricula among the diverse types of schools of post-secondary in Taiwan. Meanwhile, it may reshape the relationship between the different learning fields, and perform another image of practice of national scale cultivation. Among the rhetoric, the ‘school-based curriculum’ keeps playing a key role from the last curriculum reform, the Grade 1-9 Curriculum Guidelines, till 12-Year Basic Education.
    This research addresses the process of translation 12-Year Basic Education Curricula in a senior high school. It aims to map out the process and the deployment with Actor-Network Theory perspective. With document and semi structured interview, the case school performs institutional and curriculum assemblage by amount of heterogeneity of actants. Through the process of translation, the case school performs itself agency and forms its school-based discourse and educational practice.

    第一章 緒論 1 第二章 文獻探討 7 第一節 國定課程綱要發展脈絡 7 第二節 普通型高級中學課程建構軌跡分析 15 壹、時間向度變化 16 貳、課程實踐的空間向度變化:課程類型 19 第三節 行動者網絡理論架構 23 壹、理論基本概念 23 貳、結盟政治:轉譯與佈署 25 參、行動者網絡理論的研究取徑 32 第三章 研究方法 35 第一節 研究架構設計 35 第二節 研究資料蒐集與信實度 37 壹、文件分析法 37 貳、訪談法 38 第四章 研究發現 40 第一節 學校的模樣 40 壹、個案學校的處境性 40 貳、理論視角所見的個案學校 45 第二節 組織性網絡聚組 54 壹、起:萌生核心小組 55 貳、承:進行縫補 60 參、轉:學科本位到學校本位 69 肆、結:核心小組的本體論 73 第三節 課程網絡聚組 75 壹、以課程開發作為初始徵召策略 75 貳、共振:來自各學科領域教師的專業需求 79 肆、另一種共振:來自升學考試的召喚 85 第四節 異質實作 90 壹、學校為一個異托邦 90 貳、物質行動者:政策與政策工具挪移 94 第五章 研究結論與討論 98 壹、學校改變的轉譯:行動者網絡理論所投射的取徑 98 貳、重視、再視教師的行動能力:邊界重構 100 參考資料 101 附錄 107

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