國際課程評鑑研究課題與趨勢分析：2000-2020年

Issues and Trends in International Curriculum Evaluation Research From 2000 to 2020

國際的課程評鑑於20世紀漸興起，相關的學術論著亦日益增加。本研究目的在運用文獻計量工具，系統化地探究課程評鑑研究議題的變化與趨勢，以作為臺灣課程評鑑之反思參照。由於課程評鑑的對象包括教師與學生，其發展於學校。因此，本研究透過文獻計量與文獻分析方法，以「課程評鑑」為主題，分析收錄於社會科學引文索引中的學術文章資料分別合併「學生學習」、「教師發展」與「學校」之主題文獻；透過數據與文獻分析從時間序列中，理解課程評鑑在過去20年間的發展重點與趨勢。研究結果發現：（一）評鑑典範不再強制實證量化的方法，呈現客觀結果，而是基於建構主義的觀點往自然典範移動，評鑑語言也產生轉化；（二）除確保課程評鑑的品質，學生是課程評鑑關照的主體，教師自我效能促進亦不可忽略，人的發展與課程同等重要；（三）關注現場的脈絡實踐、意義與需求，帶著成長心態持續以證據為本（而非產製資料）的對話、反思與回饋，是當前與未來課程評鑑的主旋律。最後，根據上述發現，提出後續課程評鑑研究與發展之建議。

Interest in international curriculum evaluation emerged in the 20th century, with a body of academic literature developing apace. This study applied bibliometric analysis to systematically explore the changes and trends in curriculum evaluation research topics, with the aim of preparing a reference for reflecting on curriculum evaluation in Taiwan. The Social Science Citation Index was used to collect data on relevant studies for the period of 2000 to 2020. Key findings are as follows: (1) Evaluation paradigms are no longer strictly objective, with a trend toward a constructivist paradigm; (2) Teacher self-efficacy has become a topic of interest; (3) Evidence-based evaluation, with elements of dialogue, reflection, and feedback, has become a dominant trend. The paper concludes with suggestions for follow-up research and the development of curriculum evaluation approaches.