十二年國民基本教育國語文課綱研修歷程之研究

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题名:	十二年國民基本教育國語文課綱研修歷程之研究 Textualization of Curriculum Guidelines for Mandarin Chinese Language Instruction in 12-Year Basic Education
作者:	蔡曉楓；單文經
贡献者:	師資培育中心
关键词:	十二年國教課綱國語文課程綱要課程綱要研修歷程 12-year curriculum guidelines Curriculum guidelines for mandarin Chinese Textualization of curriculum guideline
日期:	2024-06
上传时间:	2025-04-18 15:16:27 (UTC+8)
摘要:	本研究為探討十二年國民基本教育語文領域（國語文）課程綱要的研修與審議歷程，釐清國語文課綱研修及審議方提出之國語文課程觀，並探討研修方與審議方如何在撰寫、審議國語文課綱文件的過程中形成課程領域綱要重要議題的內涵及課程與教學設計的實施原則。其研究問題有三：一、決定國語文課綱基本架構的依據為何？二、經研修方與審議方共構的國語文課綱的課程觀為何？三、研修方與審議方如何藉由國語文課綱之課程與教學實施原則的制定，落實國語文課綱的課程觀？研究方法主要為文件分析法，旁及課程領域綱要研修委員的訪談紀錄。研究者以國語文課綱正文為結果文件，逐一比對研修方與審議方之會議紀錄、發言摘要與研修委員的訪談，追溯課程領域綱要初稿至定稿的歷程。結果指出，國語文課綱建構的課程觀以十二年國教總綱及近年語文教育的趨勢為依據，其課程觀融合總綱的核心素養與傳統國語文教育重視的語文教育理念，強調實用性與批判思考能力；最後，研修方與審議方以學習歷程、多元開放的學習素材，並鼓勵能力、策略導向的教材教法落實國語文課綱的課程觀，顯示課程領域綱要擬訂有學科的傳承也有觀點借取的創新。未來國語文課綱的再修訂，應持續蒐集國語文教學的實徵研究資料，並檢討研修與審議機制，以增強國語文教學議題之論述。 This study explored the argumentative foundation of teaching and learning Mandarin Chinese by revisiting the processes of drafting, revising, and finalizing the “Curriculum Guidelines of 12-Year Basic Education: Mandarin Chinese.” To uncover the references, curriculum perspectives, and principles governing the implementation of these curriculum guidelines, we analyzed the minutes of the meetings and transcribed audio records from the Committee of School Curriculum Development (CSCD) and the Review Committee of Curriculum Guidelines (RCCG), as well as three transcribed interviews with CSCD members. The results indicated that the perspective from which the Mandarin Chinese curriculum was developed aligns with the overall guidelines of the 12-year national education system and recent trends in language education research. The curriculum integrates the core competencies of the overall guidelines and language education philosophy, emphasizing pragmatics and critical thinking. The new Curriculum Guidelines of Mandarin Chinese focus on strategy-based, competencebased curricula and instructional design. The CSCD and RCCG focus on the importance of learning processes and diverse learning materials and on competency- and strategy-oriented pedagogy, emphasizing that the formulation of curriculum guidelines involves both subject heritage and innovative borrowing of viewpoints. For future revisions of the Mandarin Chinese curriculum, researchers must collect empirical data on Mandarin Chinese teaching and review the strategies employed by the CSCD and RCCG to enhance the discourse on teaching in Mandarin Chinese.
關聯:	教育學刊, 62, 1-43
显示于类别:	[師資培育中心 ] 期刊論文

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