九年一貫課程脈絡底下之教師角色論述形構，1994-2005: Foucault的論述分析觀點

The Discursive Formation of Teachers Role in Grade 1-9 Curriculum, 1994-2005: Foucault’s Discourse Analysis

本文以九年一貫課程革新教師角色為題之書籍、期刊、論文與研究報告為文本，運用Foucault的論述形構尋找九年一貫教師角色論述的形成。？構繪九年一貫課程革新脈絡底下的教師角色論述，筆者以教改聲浪期間、九年一貫課程試辦、學者詮釋下的教師角色三部份來進行，描繪九年一貫革新課程的教師角色論述形構歷程，針對學者詮釋下的教師角色匯整出四種教師角色聲明，探究不同教師角色聲明所形成的網絡關係。筆者發現，聲明的各自表述與相互引用，促使教師角色聲明得以消長，而九年一貫新課程底下的教師角色被以專業表述，塑造應邁向教師專業自主發展的角色論述。在闡釋九年一貫課程教師角色知識的歷程裡，政治與學術成了教師角色論述形構的重要推手。最後，筆者將從政策推動與實施層面，理解九年一貫課程革新底下的教師角色論述，討論四散的角色聲明呈顯之意義。 This paper employed the concept of Michel Foucaults discursive formation introduced in his book The Archaeology of Knowledge to analyze the teachers’ role in Grade 1-9 Curriculum reform. From the concept of Foucaults discourse, the object of discourse analysis and the position of subject are analyzed to discover how discourse of teachers’ role in Grade 1-9 Curriculum was formed and transformed. Texts collected for discourse analysis included: books, academic journal papers, theses & dissertations, research papers et cetera, which used the teachers’ role of Grade 1-9 Curriculum as the theme since 1994-2005. Three parts show the discursive formation of teachers’ role in Grade 1-9 Curriculum: the wave of the education reform, the new Grade 1-9 Curriculum, and scholars’ statements of teachers role. By explaining the concepts of Grade 1-9 Curriculum, the academic community takes the important position in the discourse of teachers role. There are four main statements in the discourse of teachers role. Moreover, the teacher of Grade 1-9 Curriculum is enunciated by professional images. This paper discusses the discourse of teachers’ role under the new Grade 1-9 curriculum from the point of view of curriculum promotion and implementation.