課程語言之探析：從分析語言到詩性智慧的意義

Probes of Curricular Language: From Linguistic Analysis to Mythopoetic Meaning

本文旨在探討從分析語言到詩性智慧的意義，以期對課程的語言文本有所啟示。首先，討論傳統知識結構的課程分析語言；其次，論述詩性智慧的課程語言文本；再者，分析課程從發展到理解的語言文本；最後，作者試圖對課程語言進行省思與展望。綜上所述，健全人格的成長，必須是理性與感性的和諧發展；當課程的概念從發展到理解，從藍本至文本之際，我們的課程語言需要更多的詩意、創意與情意。展望將來，我們需要更多具有宗教家情懷、藝術家氣質與科學家素養的課程工作者，藉以整合科技與人文，建構融合理性與感性的課程語言，以期對我國的課程改革有所助益。

The purpose of this paper was to probe curricular language from linguistic analysis to mythopoetic meaning. Firstly， to describe traditional linguistic analysis of curricular language. Secondly， to explore mythopoetic meaning of curricular linguistic text. Thirdly， to analyze curricular language from curriculum development to understanding curriculum. Finally， according to above discussions， the author attempted to provide perspectives of curricular language. In conclusion， the mythopoetic genre of curriculum theorizing encompasses a broad range of intertwined perspectives such as narrative and autobiography， psychoanalysis， aesthetics， and spirituality. The capacities of mythopoesis will help us to feel， to empathize， to imagine， and to reflect on the larger purposes and meanings of our life. Faced with so many problems in current curriculum issues， we all need deeply reflected curricular language of backward and forward， so it will benefit our curriculum reforms.