空言無物、行之無悟？
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Date
2003-09-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
課程行動研究受到重視乃是認為課程活動中教師必須更有系統地從事慎思以進行課程改進。本文首先說明自從Dewey區分反省和例行實踐後，反省在實踐上的重要性益受矚目，然而反省是如此抽象，教師要反省什麼？反省至何種程度？才能表現出專業智慧，進行有效的知識宣稱？本文主張實踐反省既不是空口白話，也不是各說各話，而是教師在特定的脈絡下，主動投入社會系統中進行慎思和專業對話，產生視野轉化的過程。而反省的面向不僅在解決課程實踐問題，更要從是否增進教師的理解和改進課程實踐所在的情境等面向作思考。反省的深度則要超越技術層次，從不同課程觀點進行經驗交流，以刺激自我理解和解放的學習。最後，作者說明儘管目前的確潛在著阻礙教師反省的因素，而產生一些假釐清的現象，然而察覺這些限制??行之有悟，正是提昇教師實踐反省的趨動力。
Reflection is very important in curriculum action research. However, few studies have empirically investigated the nature of reflection. As a result, many questions remain unanswered. For instance, what in particular ought to be reflected on by teachers? What inspires concrete plans during the process of reflection? To what degree should deliberation by teachers incorporate the critiques of the institutional contexts in which they work? To explore these questions, the author analyzes the characteristics and levels of reflection in curriculum action research and articulates several obstacles that prevent teachers from engaging in reflection.
Reflection is very important in curriculum action research. However, few studies have empirically investigated the nature of reflection. As a result, many questions remain unanswered. For instance, what in particular ought to be reflected on by teachers? What inspires concrete plans during the process of reflection? To what degree should deliberation by teachers incorporate the critiques of the institutional contexts in which they work? To explore these questions, the author analyzes the characteristics and levels of reflection in curriculum action research and articulates several obstacles that prevent teachers from engaging in reflection.