國小階段學生參與學校層級課程發展之省思

Reflection on Students’ Participation in School─Level Curriculum Development for the Elementary Period

長期以來，在課程研究與教學實踐上，教師與學生雖被視為是學校的主體，是課程的「共同要素」，但在課程觀點展現上，主體的消失由來已久。然而現階段課程改革情境下，教師有權及有機會參與學校課程發展已是無庸置疑的。所要關注焦點當可轉移到學生身上，畢竟國民中小學之課程理念強調以生活為中心，配合學生身心能力發展歷程。就學生參與課程發展而言，美國許多州都有開放給學生身心能力發展歷程。就學生參與課程發展而言，美國許多州都有開放給學生參與課程發展工作，已是不爭的事實，反觀我國，學生在課程發展或決定中，常被視為年紀小、心智發展不夠成熟，因而並沒允許加入課程發展委員會、讓學生參與學校課程計畫的撰寫、要求學生對課程發展進行評鑑等。但就課程的共同要素而言，教師、學生、內容及環境等要素，不應是上下的關係，而應等同的看待。本文從闡述學生參與課程發展的相關理念中，除了要喚醒教育工作者對此議題的重視，以消除學生參與課程發展的刻板印象外，更期望學校能加以落實此理念。

For a long time， in curriculum research and actual instruction， teachers and students have been regarded as the most important part of school， the “common element” of curriculum. However， this important part has vanished for a long time as viewed from the demonstration of curriculum perspective. Under the present curriculum reform movement， it is unquestionable that teachers have the right and opportunity to take part in school curriculum development. So the focus of concern should be shifted to students. As a matter of fact， the concept of elementary and junior high school curriculum emphasizes living as the center and maintains that students’ physical and mental abilities should be considered in the process of curriculum development. As to student participation in curriculum development， many states of the United States have allowed students to take part in curriculum development， which is a certain fact. In Taiwan， in contrast， students are excluded from the curriculum development committee， because they are thought of as too young and immature in mental development. Also they are not invited to participate in writing school curriculum plan and to evaluate curriculum development. However， in terms of common elements of curriculum， such important elements as teachers， students， the content and the environment should be treated as equal but not of vertical relationships. This article explains the relevant concept about student participation in curriculum development， with the purpose to arouse educators’ emphasis on this issue so as to eliminate people’s stereotype about students participation in curriculum development， and more important， to urge schools to implement this concept.