教師與課程：以在地思考為出發的創意課程經營

Teachers and Courses: Creative course management based on local thinking

鄉村養育出許多大學生，卻只能漸漸沒落、蕭條，導致鄉村學校被裁併，這種不合理的狀態必須調整。

學校本位課程可以養成鄉村在地人才，而任課教師可以兼具實踐者與研究者的雙重身分，但該如何進行？

The villages have produced many large numbers of students, but they have been left in a state of decline and depression, leading to the abolition of rural schools.

The school-based curriculum can nurture local talent in the villages, and teachers can be both practitioners and researchers, but how should this be done?

文章主題：學校本位課程、學校創新
關鍵字：行動研究、學校本位課程發展、區域性教育、創意教學
Article Topic: School-based Curriculum, School Innovation
Key Words: Action Research, School-based Curriculum Development, District-based Education, Creative Teaching

論文摘要

顧瑜君〈以在地思考為出發的創意課程經營〉一文發表於2005年2月《教育研究月刊》，第130期，頁82-91。

本文是一份精煉版的研究計畫書，陳述一個行動研究取向的小學課程發展研究歷程──透過大學與小學教師團隊合作，共同釐清學校願景並研發與修正學校本位課程。

此研究合作的小學位於花蓮縣，是日據時代官辦移民村之所在，擁有獨特的文化特質。基於此，研究者將課程研發目的設定為：以此特殊的社區文化為土壤，作為課程與創造力對話的基礎，從對話中為傳統找尋生機；發展出獨特的課程模式，深化在地文化在創意過程中的價值與意義；在歷程中促使教師專業得到提升。

計畫進行時，該校面臨的重要議題包括：鄉村學校凋零、人口外移、單親或隔代教養。雖然校方已嘗試發展和實施本位課程，但教師對教學模式和目標仍多有疑惑。因此，研究者欲藉本計畫，進一步協助教師澄清疑惑，並從中尋找鄉村學校的定位以舒緩它的教育困境，也讓教師在參與的過程中開拓一己之教育視野。

Abstracts

The article "Creative Curriculum Management with Local Thinking" by Yujun Gu was published in the February 2005 issue of Educational Research Monthly, No. 130, pp. 82-91.

This article is a condensed version of a research proposal that describes an action-research oriented research process for curriculum development in elementary schools - a collaborative effort between a team of university and elementary school teachers to clarify school vision and develop and revise school-based curriculum.

The collaborative elementary school is located in Hualien County, a government-run immigrant village in the Japanese era, and has unique cultural characteristics. Based on this, the researcher set the purpose of curriculum development as follows: to use this special community culture as the ground for dialogue between curriculum and creativity, and to find vitality for tradition through dialogue; to develop a unique curriculum model to deepen the value and meaning of local culture in the creative process; and to enhance teachers' professionalism in the process.

At the time of the project, the school was facing important issues such as the decline of rural schools, population migration, and single-parent or intergenerational parenting. Although the school had attempted to develop and implement a vernacular curriculum, teachers were still confused about the teaching model and goals. Therefore, the researcher would like to use this project to further help teachers clarify their doubts and find a niche for rural schools to alleviate their educational dilemmas, as well as to allow teachers to expand their own educational horizons through the process of participation.

給教育工作者的話

教育工作者要認清學校本位所需的資源，必須跳脫具象可掌握資源的思考，轉而深刻的檢視自身所處環境與文化的特質，從不斷的檢視與對話中理解資源之所在。這就是朱雲漢（2000）所指「重新參與價值創造的過程」的意義。換言之，資源不只是一個具象現存的物質如特產或文物，而是透過教育工作者的主體性與其面臨的教育問題對話後，建構（construct）出清楚的具有意向性（intentionally）與價值性的問題意識（problematic consciousness），進而能夠看見原本不被視為資源的實體。這樣做，教育工作者才實踐了重新參與價值創造的過程。

教師的思考與創造力是鄉村、邊陲學校的本錢，如果缺乏這份屬於邊陲、鄉村的獨特資本，學校將繼續隨著都市化、國際化與全球化的趨勢而沒落。

For educators

In order to identify the resources needed for school-based learning, educators must move beyond thinking about concrete and graspable resources to deeply examine the characteristics of their own environment and culture, and understand where the resources lie through continuous examination and dialogue. This is what Chu (2000) means by "re-engaging in the process of value creation". In other words, a resource is not just a tangible existing material such as a specialty or a cultural artifact, but through the dialogue between the educator's subjectivity and the educational problem he or she is facing, a clear intentionally and value-oriented problematic consciousness is constructed, and it is then possible to see The dialogue constructs a clear intentionally and value-based problematic consciousness, which allows us to see entities that were not originally considered resources. In doing so, educators are practicing re-engagement with the process of value creation.

The thinking and creativity of teachers is the capital of rural and frontier schools, and without this unique capital of the frontier and rural areas, schools will continue to decline along with the trends of urbanization, internationalization, and globalization.

給教育研究者的話

文中作者說明：「本研究所要追求的創意並非唯一性而已，而是一種獨特性，而這種獨特性必須轉換成可以與外界溝通的形式，才有價值。」同樣的，「創意教師課程研究發展計畫」也是希望將這所鄉村學校所處的獨特日本移民村文化特質，「轉換成可以與外界溝通的形式」，讓人理解它的價值──它「有許多現在鄉村得以安身立命的倚靠」，並為臺灣的創意「貢獻一個獨特的價值與範例」。在這裡，「將文化價值轉換成可以與外界溝通的形式」是讓研究計畫不會淪為紙上談兵的關鍵。

For educational researchers

The author states, "The creativity that we are pursuing is not unique, but a uniqueness, and this uniqueness must be translated into a form that can be communicated to the outside world in order to have value. Similarly, the Creative Teacher Curriculum Research and Development Project also aims to "translate the unique cultural characteristics of the Japanese immigrant village in which this rural school is located into a form that can be communicated to the outside world" so that its value can be understood - it "has many of the dependencies that the village can rely on now" and "contributes a unique value and example" to Taiwan's creativity. Here, "translating cultural values into a form that can be communicated to the outside world" is the key to keeping the research project from becoming a paper exercise.