行動研究與課程教學革新之間？一個行動研究者的反省

What Are Between “Action Research” and “Curriculum and Teaching Reform”? Some Action Researcher’s Reflections

此刻我國教育改革的推展步調正期待能開拓出「由下而上」的草根力量，尤其是「課程教學革新」的議題更加企盼彌補過去長期以來，存在於理論與實務間的鴻溝，以激發教師自主力量、讓基層老師「由噤聲到發聲」。主流論述不斷發出「教師即研究者」、呼籲「基層老師做研究」，並且認為「（教育）行動研究」已吸引實務工作者的青睞，而期待行動研究成為現階段教育改革的落實及促成師資專業發展上的重要途徑，行動研究幾乎成了解決基層老師們在面臨「課程與教學」問題的良方。但是，行動研究之於課程教學革新之間的關係、之於基層老師的關係，就真的如此簡簡單單、不證自明？本文反省行動研究對於實務工作的老師們存在的意義，以及分析實踐歷程其間隱晦不明的問題，並企圖尋求可能出路。作者從如何引發本文的動機開始描述，本文竟是「一篇在『截稿日』後三天完成的文章」，突顯行動研究寫作的難題；接著從作者描述「我是誰？」的身份認同條件，以邀請讀者帶著理解與批判的角度來審視本文的發聲及背景脈絡；再以「是誰要的『行動研究』？」、「基層老師真的可以發言？」，反省研究的主體性問題、作者自身的發言位置與諸多議題；最後以「跨越『理論與實踐』疆界，回歸『教育實踐』的本意」為結語，論證跨越疆界可能的來源及動力是來自於穿梭於兩造、難以歸類的「混種」，並提醒現階段大力提倡基層教師作研究時，必須更為謹慎以避免形成另一種文化霸權勢力的箝制。

This article examined that what are between “action research” and “curriculum and teaching reform”. The author argued that there is no any axiomatic factor between “action research” and “curriculum and teaching reform”, especially in our educational reform context urged on an “grass roots reform” from teachers to make their voice and explore the discourse that “teacher as researcher” or “teachers’ action research” in order to improve teacher profession development. Contrary, it need to reflect the problematic theme in action research for teachers. The author described his self-identity to invite readers to understand the texture critically, and the author explored the subjectivity issue in action research for teachers. The author argued the meaning of educational praxis is to cross the boundary between theory and practice, and it should be careful and precise to encourage teachers doing action research as conclusion.