課程與實踐模式：批判取向之學校本位課程發展

Curriculum and Praxis: A Critical Approach of Collaborative School-based Curriculum Development

本研究以花蓮地區的中學及其所屬之社區為整合課程的場域，充分利用地方的自然與人文資源，以行動研究的四個步驟做為課程發展與研究方法。最終的目的是試圖發展與實踐一套課程，使教師、學校的自主性與專業性可以展現於學校課程發展的歷程中。此一行動研究採取實踐取向的課程設計模式，企圖結合課程發展、教師培訓與學校改革等主題。在研究進行的過程中，結合大學與中學，創造一以協同式學校為本之課程發展（ collaborative school-basedcurriculum development）的可能。學校本位（school-based）之概念在本研究中有兩個主體：一個是大學，另一個是中學，兩個主體在行動的歷程中必須以各自所處之學校為基礎，進行思考與行動，而協同的意義在行動者之間各自完成任務的同時，也從合作中完成共同的任務。

This article focuses on developing a local school-based curriculum for teachers’ in-service training. Fully taking the advantage of local resources, this project borrowed four steps of action research as the research method and curriculum developing model. The goal of this research was to develop and practice a set of curriculum, hoping that through the curriculum developing process teachers and schools would empower themselves. Based on an action research oriented curriculum developing approach, this research explored the possibility of bringing up changes for the in-service training model. This model was based on teacher-focused and school-based viewpoints and used them as the primary curriculum developing ideas. Researchers and teachers worked together to explore and interpret the confused situations, design the possible action strategies to solve the problems in different contexts. Through the curriculum developing process and teachers’ teaching praxis, we hope teachers will realize their values and beliefs.