以課程改革與教師專業自主之認知衝突為例闡述判斷分析理論模式之應用

The Example of the Cognitive Conflict between Curriculum Reform and the Professional Autonomy of Teachers by Applying the Application of the Judgmental Analysis Theory

本研究以判斷分析的理論，探討九年一貫課程改革與教師專業自主關係的認知衝突。判斷分析係先細分判斷過程，再予整合，使問題獲得全面性的診斷，以瞭解衝突。本研究結論如下：就課程改革與教師專業有效達成的認知而言，是屬於改革者與被改革者的認知衝突，且衝突的焦點不在應然的規範關係，而是存在應然的狀態所細分的判斷過程中，客觀事實與主觀價值之間的認知界面，在實務上，本研究將探討的重點，移轉於實然面的剖析，細分客觀屬性，推演至目標上的折衝，而在最終標的上達到謀合。以判斷分析理論應用於教育實務領域，為國內之首先嘗試，冀以此觀點建構教育研究領域新的視界。

The study investigated the cognitive conflict of the relationship between curriculum reform and the professional autonomy of teachers by applying the judgmental analysis theory. For comprehending the conflict， we applied the procedure of judgmental analysis by divide the process， integrating the results， and finally making a comprehensive diagnosis of the problems. The consequences of this study as follows: The cognition between the curriculum and the effective accomplishment of teachers' profession belongs to the conflict between the reformers and the reformed. The disputation of conflict is not the disciplined relationship， but rather the cognitive interface between objective facts and subjective values divide from the granted situation in the process. We devolve the exploration focus on the analysis of the actual aspects， divide the objective attributes， deduce the goal， and conquer the unification in the ultimate goal. The application of the educational practices applying on the judgmental analysis theory is the first approach in Taiwan. It is hoped to construct a modern vision in the field of educational research.