十二年國教課程政策的省思以教育分析哲學之視野淺探十二年國教總體課程目標

Changes An Exploration on Curriculum Goals in Curriculum Guidelines of 12-Year Basic Education From Analytic Philosophy of Education

Knight（1982）認為，教育工作者一直是關心手段勝於關心目的，他們甚少探問有關目標的大問題。而教育政策是否達到了原先設定的目標，在我國也鮮少有年度的批判與檢討；故本研究將以分析教育哲學之視角，對十二年國教總綱文本中的總體課程目標做淺探性的分析考察，旨求總體課程目標概念得以清晰展現，並促進教育行政、教育哲學與課程教學三方在此項政策的概念討論。全文分三部分，第一部分交代研究背景及總體課程目標之脈絡意義；第二部分將從分析教育哲學的角度對四項總體課程目標之詞理、目標說明詞句進行分析淺探；第三部分將總結總體課程目標之問題與修改建議，並進一步提出總體課程目標在實務上的啟示。本研究結果為:十二年國教總綱文本中總體課程目標最大的問題就是論述用詞缺義，有待進一步修正與解釋，但與此同時這也給實務的目標運用上有很大的彈性空間；故落實十二年國教課程時，教師須先「自發」性的了解我國總體課程目標的具體意涵，才能有效的與學生產生教學「互動」，而邁向十二年國教政策中的「共好」精神。

There has been a great deal of activity in the field of education innovation and experimentation, but most of it has not been adequately evaluated in terms of purpose, goals, and actual needs (Knight, 1982). This research used the Analytic Philosophy of Education to make a shallow exploration of Curriculum Goals in Curriculum Guidelines of 12-Year Basic Education. The purpose of this research is to make the concepts in Curriculum Goals clear. The full text is divided into three parts, the first part explains the research background and the significance of the Curriculum Goals, the second part will critically examine the descriptive statements of the Curriculum Goals from the angle of Analytic Philosophy of Education, and the third part will summarize the problems of the Curriculum Goals in terms of the wording of goal statements, and further put forward suggestions on the practical use of the Curriculum Goals. The conclusion of this research show that the wording of Curriculum Goals are incomplete in meanings.