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教 育 改 革 ：
理 念 與 實 踐
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夏林清 主編
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接下《應用心理研究創刊號》〈教育改革〉專題論壇的動力來自於過去十多年和中、小學教師並肩工作的情感與認識。看重教育工作者教育經驗中蘊含之理論與方法，肯定教育工作者對其教育經驗之反思（reflective
thinking）是提昇教師能量，發展教育難題解困之道的不二法門。基於這個關懷，能促進經驗反思的表達形式與那一種表達形式較能和其他教育工作者交流溝通就是我們要的「論文形式」。這一個專題的四篇文章也就在這一點上跨出了第一步。
首先，四篇論文六位研究者皆選擇以教改實踐經驗為論文素材，五位研究者本身亦即其論文中教育現場的教育工作者，一位為參與觀察的協同研究者。這一參與位置的特性使得論文所表達之經驗內涵呈現了實務工作者對教育現象的思索、抉擇與行動的豐富資料，而不同研究者實踐取徑的差異與進行反思的不同方式亦展現在四篇論文的不同表達形式中。在這一個專題集體創作的過程中，有幾件軼事值得一記：原本成虹飛老師想要以「給學生的一封信」的書信表達形式來完成論文，在邀約專題的小型座談會中，大家都很興奮地支持他大膽的嘗試，可惜因精力與時間條件之不足，成虹飛暫時擱置了這一想法。然而，〈從教師成長看課程改革的意義〉是一篇深入淺出的案例故事，在台灣，這樣的案例故事寫法仍然具有嶄新的示範作用。侯務葵與王慧婉老師論文的特殊意義則在她們論文題目中立見端倪，〈我們是一群女老師：集體認同與教育實踐的故事〉，她們以自我敘說的方法，用一群老師與作者自己做為一個老師的故事將「集體認同」這個抽象概念做了詳實的闡釋。
在整個邀稿與完成過程中，王慶中老師的參與最具有發人深省之處。王老師對自己在大學任教的實踐經驗進行反思與提問，而其論文的表現形式在這四篇中是最具創意的。站在推動多元研究典範與論文表達形式的立場上，王慶中老師的「對談錄」無疑地為這一個專題樹立了一幅自由與創意的旗幟。至於我自己的文章〈制度變革中教育實踐的空間〉則是企圖將行動研究方法往前推進的一個嘗試。
回扣住《應用心理研究》發刊的精神，本專題以實踐立場與反思方法為這一個難得的園地注入一支水流。除了讀者所看到論文表達形式的多元面貌外，我們也在過程中經歷了二個重要的問題︰（1）專業背景與實踐取徑不同的作者如何了解與溝通彼此的實踐經驗？我們需要發展出怎樣的溝通方式與互動的歷程，才能在目前的學術環境中，建立實踐取向知識探究的路徑?（2）如何透過溝通討論支持彼此，得以在尋找到最適合自己實踐考察之表達形式的同時，跨越實證邏輯研究典範與論文規範對人文社會科學的束縛?通過對這二個問題的反思與體認，我們盼望這一個專題能呼朋引伴，吸引在各個社會實踐場域中的工作者加入《應用心理研究》的多元研究取向，在學術研究與專業實踐之間有更多的對話與交流。
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制度變革中教育實踐的空間︰
一個行動研究的實例與概念
The Space of Educational Praxis in Top-down Educational
Policy Reforming Process : An Action Research
Case
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夏林清
輔仁大學應用心理系
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Ling-Ching
Hsia
Department of Applied Psychology
Fu-Jen Catholic University
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研究者以自己於1993至1997年親自參與大學入學推薦甄選制度變革的實務工作為例，說明研究者專業介入之方法，並探討高中輔導工作者在面對「變與不變」的矛盾張力及兩難抉擇中所擁有的實踐力量。進行行動研究的條件與歷程亦為本文企圖藉一個實例來呈現的一個主題。
關鍵詞︰行動研究、反映思考、專業介入、介入視框、活化社會行動者
作者簡介︰
夏林清
美國哈佛大學博士（諮商與諮詢心理學）
輔仁大學應用心理系教授
通訊處:（242）台北縣新莊市中正路510號 輔仁大學應用心理系
電話（02）29031111轉2338
傳真（02）29017421
E-mail: apsy2019@fujens.fju.edu.tw |
The researcher, as one of educational practitioners
in Taiwan, presented and examined her professional
intervention in the on-going educational policy
reformation project--The Reformation of College
Entrance Policy. As a researcher and a professional
consultant, the present author had conducted an
action research in the past four years in the context
of the Multiple Selection Program. This article
summarized the forms and contents of the researcher's
professional intervention in relation to the career
guidance practice in Taiwan high schools. Perceiving
high school teachers as educators as well as collaborative
researchers, the researcher of this study had tried
to inquire into the dilemmas those embedded in the
educational practices of high school teachers while
they were facing the contradictory forces of changes
in this education reformation project. Since action
research is still an newly emerged approach in Taiwan;
therefore, this article also tried to examine and
articulate the assumptions of the researcher's interventions.
Keywords: action research, reflective thinking,
professional intervention, intervening frames, activating
social actors |
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從教師成長看課程改革的意義
What Does Curriculum Reform Mean to Teachers﹖
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成虹飛
/ 新竹師範學院國民教育研究所
黃志順 台北巿永樂國小
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Hornfay
Cherng / Department of Elementary Education National
Hsinchu Teacher College
Chi-Shun Hwang / Yun-Lo Elementary School Taipei
City
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本文試圖呈現兩個課程改革的教師個案，描述台灣與美國兩所小學的三位教師參與課程改革的經驗歷程，再以杜威的經驗理論為詮釋架構，比較分析其中的意義。從個案的比較分析，我們可以得到的啟示是，若要邀請教師參與課程改革，應該儘可能使其從中獲得正面的成長經驗，而儘量避免造成負面的成長經驗。課程改革若是不能給教師帶來正面的成長經驗，我們很難認為此種改革能夠延續。我們主張，把教師的成長置於優先，並將課程改革視為教師成長的延伸，而非倒過來，將課程改革的成功當作目的，再把教師看作執行的手段。在我們探討「怎麼讓課程改革成功﹖」之前，我們必須先回答「怎麼讓教師成長﹖」這個更基本的問題。如果能夠提供使教師持續成長的外在條件，而教師的內在條件也達到一定的成熟階段，課程改革應能水到渠成。我們如果希望孩子得到什麼，就先要讓老師得到什麼。
關鍵字：課程改革、教育改革、教師成長、杜威、個案研究、師資培育、質的研究、比較教育、詮釋性研究
作者簡介：
成虹飛
美國印第安那大學哲學博士（課程研究）
新竹師範學院國民教育研究所副教授
通訊處: （300）新竹巿南大路521號
電話（03）5618064 傳真（03）5252206
E-mail: hcherng@cc.nhctc.edu.tw
黃志順
新竹師範學院國民教育研究所碩士
台北巿永樂國小教師 |
This study examined two qualitative case studies
of teachers' participation in curriculum reform.
One American teacher and two Taiwanese teachers
were compared and analyzed in terms of their experiences
in the curriculum change processes. Dewey's theory
of experience was employed as the interpretive framework.
The findings suggest that curriculum reform should
not be viewed as an end to which the teacher is
seen as a means. Instead, we argue that curriculum
reform should be pursued only when teachers' professional
needs are met throughout the process. Teachers might
take various forms of resistance against the reform
policy if their needs are neglected. Unfortunately,
teachers often feel exploited or alienated in the
reform process due to such negligence. Providing
teachers with a nurturing environment for continuous
professional growth is more fundamental and practical
than simply trying to reform the curriculum every
now and again. Teachers are often blamed for being
unprepared or uncommitted when reform efforts fail,
but people seldom ask why teachers are not prepared
and not committed. We seem to pay much attention
to what our children need, a primary reason for
most reforms to occur. However, we often forget
that it is the teachers who must have what we want
our children to have first before they can deliver
it.
Keywords: curriculum reform, qualitative
inquiry, John Dewey, teachers' professional development,
comparative education |
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我們是一群女老師： 集體認同與教育實踐的故事
We are Women Teachers︰ The Collective Identity
of Women Grassroots Teachers and an Educational
Praxis Story in a Junior High School
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侯務葵
王慧婉 基層教師協會
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Wuh-Kwei
Hour Huey-Woan Wang Grassroots Teachers' Association
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本文主要是以基層教育工作者的教育實踐經驗為故事與探究的主題，描述基層教師協會的發展經驗與方向，並說明女教師集體認同的發生歷程。其意義在於呈現「女」「教師」的意識與行動，進而形成教師的集體前進，挑戰結構與體制，而非菁英化與個別化。並藉一個女教師如何由疏離到擁回教師角色，進而與之連結，且在不同層級教師間產生集體認同的歷程，以描繪出教師組織的發展，一定要經過女性意識覺醒，透過集體協助與行動研究方法，擁回自己的教師專業自主面貌，並與不同層級的基層教師產生連結，互相看見與尊重，提昇行動研究的實作能力，才能帶動教師集體認同的發生。作者並對研究教師困境形成與教師認同提出「集體教師」這個異於以往的「個別教師」的角度。
關鍵詞︰集體認同、教育實踐、女性意識
作者簡介︰
侯務葵
台灣師範大學公民訓育系學士
基層教師協會理事長，台北市清江國小教師
通訊處: (100)台北市杭州南路一段95號3樓 基層教師協會
電話（02）23941510 傳真（02）23937514
E-mail: w3gta@ms23.hinet.net
王慧婉
輔仁大學應用心理系碩士
基層教師協會理事，台中市四育國中教師 |
This article is to explore educational workers'
empirical experience. The experiences of the development
of Grassroots Teachers' Association are described,
and the process of women teachers' collective identity
is explained. The significance of Grassroots Teachers'
Association consists not in elitism or individualism,
rather it is found in the consciousness and action
of "women" "teachers," who formed the collective
progress and a challenge on the traditional system.
Through the story-telling of a teacher who at first
alienated from other, and then gradually owned back
her role of a teacher, made contact with other teachers,
and finally shaped collective identity among different
teachers, this article clearly depicts the development
of the teachers' organization. The teachers' collective
identity can only be formed through the awakening
of women consciousness, group assistance and action
research methodology, restoration of teachers' professional
autonomy, contact with other teachers, respect in
each other, and promotion of the implementation
capability of action research. The present article
offers a new perspective of "collective teachers"
instead of the traditional idea of "individual teacher"
on the issues of teachers' dilemma and identification.
Keywords: women teacher, collective identity,
educational praxis |
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教育改革與反作用力(1)
Education Reform and Anti-reform
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王慶中
輔仁大學社會系
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Ching-Chung
Wang
Department of Sociology Fu-Jen Catholic University
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在九十年代面對著要求改革的呼聲之下，真正推動改革卻碰到反彈。為了認識這些反對行為，作者依實際經驗建構出「問題老師」、「問題學生」、以及「問題師生互動」的理念型。老師與學生本是學校系統的主力，卻同時也是改革的阻力。作者認為認真的教育改革要有改變這種師生互動的決心。當此決心化為行動，在大學推動的課程評鑑與課程改革更是可看到鮮明的反彈，相形之下，「知而後行」的學生生活品質提昇計劃卻是愉快而成功的經驗。
關鍵詞：教育改革、師生互動、理念型、學習態度
作者簡介︰
王慶中
美國明尼蘇達大學哲學博士（社會學） 輔仁大學社會系副教授
通訊處: （242）新莊市中正路510號 輔仁大學社會系
電話（02）29031111轉2641 傳真:（02）29010827
E-mail︰soci1001@fujens.fju.edu.tw |
This
paper is practitioner's tentative study to think
reflectively on the present anti-reform in Taiwan's
universities. After several years' participation
（1990-1997） in education reform, the author proposes
the study of the antagonistic forces in education
reform as an important issue. Ideal types of "problematic
student", "problematic teacher" and "problematic
interaction" are constructed to explain the antagonism.
Teaching performance evaluation, curriculum reform,
and promotion of students' life quality in those
universities are described and analyzed critically.
To avoid controversy, most part of the paper is
documented as a pretended conversation with a respectable
professor who passed away fifteen years ago.
Keywords: education reform, teacher-student
interaction, ideal type, learning attitude |
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