課程領域中應用範式概念之爭議

Abstract

不少中、西學者都在課程領域應用範式一詞，一方面促成百家爭鳴，另一方面引發不少爭論。本文的目的不是統整學者對課程範式的看法，也不是說明各課程範式的內容；而是從範式的定義入手，對課程範式的概念加以探討。首先，本文從墨頓（Merton）及孔恩（Kuhn）對範式的意涵入手，探討課程領域的範式應用；然後分析範式概念在課程領域的應用；最後，綜合課程範式的爭論焦點。探討的結果可以歸納為兩個要點：一是爭論的源起多來自範式的定義和特性的不同，二是爭論未來發展會否趨於統一。因此，筆者建議必須小心使用範式一詞，在應用時亦應清楚說明其操作型定義，同時應用時亦需留意這名詞特性。對於未來的課程範式之間的爭論，筆者認為不會出現一統的學說，爭論應會持續不斷。然而，筆者對這種持續爭論的局面抱持樂觀的態度，認為這種爭論是一種機遇，可以為課程領域帶來更多方面的探討。

“Paradigm” is a term widely used by Chinese and Western scholars in curriculum studies. This term has led to much discussion and has recently aroused considerable controversy. This article inquires into R. K. Merton's and T. Kuhn's conceptions of paradigm, then illustrates and discusses the application of paradigms in curriculum studies, and, finally, presents the debates regarding the different conceptions of “paradigm” assumed by scholars in their curriculum studies. The analysis reveals that the debates have mainly originated from different definitions, and different assumptions regarding the characteristics, of the paradigm. The authors suggest that, when applying a “paradigm” to curriculum studies, scholars should pay special attention to this paradigm's characteristics, and provide an operational definition of it. They contend that while a single and unique conception of “paradigm” is not likely to appear, these debates will lead to further and deeper inquiries into the various dimensions of curricular study.