教育改革下本土文化之探析：以一門社會領域探究與實作課程為例

Exploring the Role of Existing Culture in Educational Reform: A Case of an Inquiry-and-Practice-Based Social Science Course

教學現場文化由長期累積而成，雖不易察覺，卻為課室的日常。我國近年的課程改革，有尋求文化主體性的企圖，也試圖引進國際的理念，但可能忽略對本土文化的理解與銜接。因文化具隱晦性，不易發現，本文先透過文獻探討課程改革中教師的回應、並由比較教育觀察自身文化特徵、再藉由一門特色選修課程之師生民族誌訪談，分析教學的目標過程與成果。結果發現，教師具有主體性，而其教學設計與抉擇，蘊藏深層的文化內涵，如對學生安身立命的期許、深度學習的協助、及互相的理解與信賴。研究建議課程改革的研究與規劃應納入文化層面之分析。

Culture in educational settings accumulates through time and affects teachers and students' everyday life but is not always noticeable. The educational reforms in the last decades in Taiwan have aimed to incorporate Taiwanese subjectivity and globalization but without connecting to the local culture in educational settings. This paper proposes that despite the invisibility of culture, it is still possible to investigate it by analyzing teachers' responses during curriculum reform, cultural characteristics from comparative education research, and ethnographic interviews of teachers and students during an inquiry-and-practice-based social science course designed for reform implementation. The analysis of teacher and student pairs reveals that in addition to the adherence to the new curriculum standards, hidden cultural elements also play an important role in supporting the implementation of learning and instruction. Cultural elements include teacher's hope to build students' culture identification, assistance to students' deep learning, and understanding of and trust in the students. It is recommended that the exploration of the local teaching culture is important and should be added to the research and planning of curriculum reform.