課程改革與師培課程經驗：探討師培教育者對於十二年國教課程改革之因應

Curriculum Reform and Curriculum Experience of Teacher Education: Exploring the Role of Teacher Educators during 12-Year Basic Education Curriculum Reform

本文以檢視十二年國教課程理念與變革目的為起點，發現新課綱的政策行動優先聚焦於規劃核心素養之課程轉化，提供教師課程轉化之檢核細項以檢核其轉化能力，而非優先關注教師之養成歷程。因此本文梳理觀察國內外課程革新的論述，提出不應重蹈過去師培教育缺乏深度轉化之覆轍。文中植基於杜威的教育經驗觀點，指出課程改革之關鍵除了在於教師，更在於「教師之養成歷程」及其「課程／學習經驗」。職此，對於此波課改中師培教育的定位、因應，本文提出兩項建議：(1)師培教育者應重新檢視師培課程應涵養的學習者特質與能力，(2)將素養導向教育理念轉化於師培課程之中，以提供未來教師課程理念轉化之經驗與典範。最後作者再以杜威的經驗式學習思考師培教育的課程轉化，以人際合作、美感素養、自主學習與反思能力等素養為例提出具體轉化建議，期能引發更多對於師培因應之討論，並期許師培的課程經驗不應只有一種模式，而應容許尊重學習者主體性、新舊價值理念對話、詮釋與實踐創新之可能。

This article started with scrutinizing the ideals and purpose of the 12-year basic education curriculum reform, and it is found that this wave of curriculum reform focused primarily on mapping and checking the transformation of competence-based curriculum by providing teachers a transformation 'pathway', rather than prioritizing teacher cultivation process. The article therefore explored educators' discussions on curriculum reforms, suggesting that the problem of lack in-depth transformation of the Teacher Education should not be overlooked again. Based on John Dewey's view of experience, it is pointed out in the paper that the key of the reform lies not only in the teachers, but also in the 'cultivation process' and the 'curriculum experience' of teacher training. Given the viewpoints concerning the role and response of teacher education 10 a curriculum reform, this article proposed two implications that (1) teacher educators should re- examine the qualities and abilities teacher education would nurture, and (2) transform new concepts into the teaching of teacher training courses to provide the prospect teacher different learning experiences for building different frame of teaching references. Finally, Dewey's experiential learning is applied to suggest how the practices of teacher training curriculum can be transformed, taking the competences of interpersonal collaboration, aesthetic, autonomous learning and reflective thinking for instance, m hope to provoke more discussions and inspire different models of the curriculum experiences of the teacher education. It is also suggested that the possibilities for the learners' subjectivity, dialogue between new and old educational values, and innovation in practices should be allowed.