臺灣九年一貫課程轉化之議題與因應

Transformational Issues of Grades 1-9 Curriculum Reform in Taiwan

課程改革理念必須經過逐步轉化才能成為師生具體可用之教科書。本研究以文獻探討及文件分析等方法，針對九年一貫課程發展中最重要的三個環節：課程改革理念、課程綱要以及教科書編審之間的轉化銜接進行探究，藉以了解其中所出現的課程轉化議題與因應之道。研究主要發現有六：一是九年一貫課程主要有四個改革理念：課程統整、學校本位、能力本位和留白課程；二是教育部長頻繁更迭不利課程理念之推動與落實；三是課程綱要已某種程度成功地將課程改革理念予以轉化，具有規範作用；四是中央宜善盡課程管理權責，發展相關釋義文件；五是擬定課程綱要的課程專家宜受邀全程參與課程發展，與學科專家、教學者充分溝通理念，期能協商出理想與現實間的均衡點；六是宜正視教科書趨同現象，再思開放民編教科書之初衷。

The rationale of curriculum reform has to be transformed step by step intotextbooks which can be understood by teachers. This study employed document-analysis to explore the transformational issues happening along with thedevelopment from the original ideas of curriculum, curriculum guideline totextbooks’ writing and review. The main findings were as follows,1.The Grades 1-9 Curriculum Reform consist of four major ideas, namely, curriculumintegration, school-based curriculum, ability-based indicator andblank curriculum.2.The frequent changing of the Minister of Education has obstructed reform.3.The original ideas of curriculum reform have been successfully transformed,to some extent, into the Grades 1-9 Curriculum Guideline.4.The Ministry of Education should be more responsible in completing supplementarydocuments for the curriculum guideline.5.The committee members for the curriculum guideline should work with subjectexperts and classroom teachers to find a balance between ideas and practice.6.It is paramount that we face up to the fact that textbooks published by differentcompanies are tending to be more similar; and thus the textbook policiesneed to be slightly adjusted.