我們需要什麼樣的課程評鑑？

Rethinking Curriculum Evaluation

課程是什麼？該如何評鑑？實際上在臺灣的基層教育現場，能清楚說明「何謂課程」的教育工作者寥寥可數，然而卻能在網頁上查閱到近乎完美的課程評鑑計劃，這個現象值得探究。本文將以此為切入點，探究臺灣舅舅應該如何思考課程評鑑以及以課程專家的身份解析專家如何促使臺灣課程評鑑形成在地化論述。本文從文件與文獻資料中發現，課程評鑑可能複製臺灣教育文化的現象─考試引導教學、評鑑引導課程，著重在形式與表面化評鑑的進行，可能將逐漸限制臺灣課程發展。本為是從筆者自長期參與基層教師課程發展的協作角色做為論述的基礎，探究課程評鑑對基層教師、教學的意義。從我參與臺灣課程發展的實務經驗對臺灣目前課程評鑑提出：「參與作為課程評鑑」的概念，企圖為臺灣課程評鑑找到在地論述與實踐的可能模式。

In Taiwan， few school educators can clearly illustrate what is a curriculum? and how to evaluate it? Many near-perfect curriculum evaluation programs and results are found on the internet. In this article， the researcher suggests using the phenomenon as the starting point to explore the appropriate thought on curriculum evaluation and the possibility of its localization in Taiwan， as promoted by curriculum experts. The references state that educational culture in Taiwan， examinations lead teaching and school practice may reappear in curriculum evaluation. Its formal and superficial pattern would limit the development of curriculum in Taiwan. The discussion is on the background of the researcher as a co-participant helping school teachers develop curricula over a long time， and explores its meaning for school teachers and teaching. According to the researcher’s practical experience， the concept has been arrived at participation as the curriculum evaluation to find its localized interpretation and practice in Taiwan.