從十二年國民基本教育課程綱要總綱再定位教師角色

Re-positioning Teachers' Role in Regard to Directions Governing for the 12-Year Basic Education Curricula

教師是課程運作的關鍵人物，更是十二年國民基本教育理念能否順利推展與落實的關鍵。本文取徑Fairclough的批判論述分析，以十二年國民基本教育課程綱要總綱做為教育文本的切片，觀照教師角色在總綱中的再定位，以及總綱文本中如何映照出對教師角色的期待。在十二年國民基本教育課程綱要總綱中學生角色不斷被強化其主動性，轉變為具積極特質的「學習者」，而學生學習主體性的塑造，仍須由教師建構具同理需求與感受的學習情境、以及營造和諧互動的氛圍，才有形塑的可能，是以，總綱中所演繹的教師角色是更為專業性，期待教師具備提供學生個人化學習方案的規劃能力，轉化總綱之課程意識的實踐能力、以及激勵學習動機的影響能力。

Teacher is the key person to operate the course, also is the key point to implementation the concept of 12-year Basic Education. According to Fairclough critical discourse analysis, take the Directions Governing for the 12-Year Basic Education Curricula as an educational text sections to see how the role of teachers re-positioning in the Directions Governing for the 12-Year Basic Education Curricula. As well as how it shows the expectation to the teachers in the Directions Governing for the 12-Year Basic Education Curricula. In the Directions Governing for the 12-Year Basic Education Curricula, the role of students is constantly being enhanced to the ＂learner＂ with positive traits. The possibility of students learn how to shape subjectivity, still need to be constructed the situations with empathy needs and feelings and create a harmonious atmosphere of interaction by the teacher. The role of teachers in Directions Governing for the 12-Year Basic Education Curricula is more professional, also expect teachers to provide students the ability of planning their personalized learning programs, and to inspire students 'motivation of learning.