H. L. Caswell對課程研究專業化的貢獻

H. L. Caswell's Contribution to the Professionalization of Curriculum Studies

研究目的

本研究旨在探究Caswell課程成為專業化研究領域過程中所做出的貢獻。

主要理論或概念架構

一門學術研究領域從草創到被學術殿堂認可為專業學術研究領域，有其一定的歷程。首先，須積累一定的專業知識，此種知識應有別於其他專業領域的知識，構成其專業知識的獨特性。其次，大學乃專業知識的學術殿堂，被其他既立的專業知識學術領域認可足以構成專業學術領域，方可在此立足。是以，能否在大學設立相關系所，便是此研究領域能否被接納為專業化學術領域的另一重要指標。再者，應建立其專業組織，對內可凝聚專業人員的凝聚力，且成為專業知識分享的園地：對外則可透過專業組織，提供專業諮詢與服務。

研究設計／方法／對象

本研究旨在透過歷史研究法，探究課程在成為專業化研究領域過程中，課程學者Caswell所做出的獨特貢獻。研究的史料包括Caswell個人遺留的課程學術著作與Caswell對課程朝向專業化發展過程的見證與評價等直接史料，以及晚近解析其學術生涯與對課程領域的貢獻、門生對其評價等間接史料。此外，尚有課程專業組織的成立與發展過程和哥倫比亞大學成立課程相關學系過程的相關著作等，由於論文作者們皆曾親身經歷這些組織與機構的發展過程，故所述內容應頗符史實，故具參考價值。

研究發現或結論

就專業知識而言，Caswell與Campbell合作的《課程發展》（Curriculum Development）乃為第一本綜要式課程專著，此著作對課程發展一詞的通俗化具有重大貢獻，對課程專業知識的積累亦有其推進作用。其次，畢業後參與課程修訂計畫的卓越表現，加諸母校教師的極力推薦，Caswell得以成為第一個課程相關學系即哥倫比亞大學師範學院課程與教學系的首任系主任。Caswell對此一學系的行政建構，成為此後其他學校爭相仿效的對象。再者，美國現行課程專業組織「課程發展與視導協會」（Association for Supervision and Curriculum Development, ASSD）乃由「課程研究學會」（Society for Curriculum Study）與「視導人員與教學主任部」（Department of Supervisors and Directors of Instruction）合併而來。成立前，Caswell同時身為兩個組織的重要成員，他排除反對聲浪，力主兩個組織應進行合併。「課程發展與視導協會」的成立，代表兩個組織功能上的整合。顯見，課程發展應結合視導工作，方能有效提升課程實施的成效。

理論或實務創見／貢獻／建議

在美國，課程研究成為專業化研究領域，曾經經歷一段形成期。由此反觀臺灣，我國課程研究在解嚴後漸受重視。在短期間內，許多大學紛紛成立課程相關系所。且「中華民國課程與教學學會」專業組織亦已於1996年亦成立。課程專業知識在第一代課程學者黃政傑等人的努力下，已奠定一定基礎。其後，在第二代課程學者的努力下，課程知識亦不斷迭增。建議後進學者應採理論與實務並進，強化國內課程研究。

Purpose

This research aims to examine Caswell’s contribution to the professionalization of curriculum studies.

Main Theories or Conceptual Frameworks

An academic research field typically undergoes a formative period, from its inception to being recognized by other academic areas as a professional studies field. This process includes the accumulation of a body of professional knowledge, which should be distinct from that of other professional areas and constitute the uniqueness of its professional knowledge. Moreover, universities should play a crucial role as academic palaces of professional knowledge. Whether relevant institutes can be established in universities is another important indicator of whether this research field is accepted as a professional field since a field of knowledge will only be recognized by other established academic fields when it is professional enough to constitute a professional academic field. Internally, professional organizations should be established to gather the cohesion of professionals and become a forum for sharing professional knowledge; externally, professional consultation and services can be provided through professional organizations.

Research Design/Methods/Participants

Through historical research methods, this research explores Caswell’s contribution to the professionalization of curriculum as an academic field. The historical materials studied include direct historical materials such as Caswell’s academic works on curriculum and his witness and evaluation of the process of curriculum development towards professionalization, as well as indirect historical materials such as recent analysis of his academic career and contributions to the curriculum field and the evaluation about him by his students. In addition, related works on the establishment and development process of curriculum professional organizations and the process of Columbia University establishing curriculum-related department were also examined. Since the authors of these papers have personally experienced the development process of these organizations and institutions, the content described should be quite consistent with historical facts and therefore should be valuable for historical reference.

Research Findings or Conclusions

In terms of professional knowledge, Curriculum Development written by Caswell and Campbell was the first synoptic work in curriculum. This work made a significant contribution to the popularization of the term curriculum development and also contributed to the accumulation of curriculum professional knowledge. Caswell was able to head the first curriculum-related department, namely the Department of Curriculum and Teaching at Teachers College, Columbia University due to his outstanding performance in participating in the curriculum revision project after graduation, and the strong recommendation of teachers at his alma mater. His administrative constructions for this department was a model adopted by other schools. Furthermore, the current curriculum professional organization, Association for Supervision and Curriculum Development (ASCD) in the United States, was formed from the merger of the Society for Curriculum Study and the Department of Supervisors and Directors of Instruction. Before its establishment, Caswell was an important member of both organizations. He overcame any opposition and advocated that the two organizations should be merged. Significantly, the establishment of the ASCD represents the functional integration of the two organizations, and therefore curriculum development should be combined with supervision work to effectively improve the effectiveness of curriculum implementation.

Theoretical or Practical Insights/Contributions/Recommendations

In the United States, curriculum studies experienced a formative period before being regarded as a professional field of study. In Taiwan, by contrast, curriculum research has gradually received more attention after the lifting of martial law. Over a relatively short period, many universities have established curriculum-related institutes; the professional organization Association for Curriculum and Instruction, Taiwan, R.O.C. was also established in 1996. Curriculum professional knowledge has laid a solid foundation under the efforts of the first generation of curriculum scholars, including Huang Zhen-Jie and others. Later, with the efforts of the second generation of curriculum scholars, curriculum knowledge has been continuously increased. It is recommended that latter curriculum scholars should advance theory and practice simultaneously and strengthen domestic curriculum research.