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題名:課程間性之探究
作者:楊俊鴻
作者(外文):Chun-hung Yang
校院名稱:國立中正大學
系所名稱:課程研究所
指導教授:歐用生
蔡清田
學位類別:博士
出版日期:2008
主題關鍵詞:課程間性後結構主義後再概念化in-currere-betweenpoststructuralismPost-Reconceptualization
原始連結:連回原系統網址new window
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課程間性是思考主體存在體驗的一種方式,它源自於再概念化學派對於「存在體驗課程」的探討,但由於社會文化情境的變遷、新觀念思潮發展的影響下,釵h再概念化學派新世代的課程學者,站在一種新的學術立場,以一種新的課程語言、思維,來重新看待這種存在體驗課程,或稱之即興演奏課程觀、或稱之第三空間課程觀、或稱之游牧空間課程觀、或稱之重新定位課程觀,像類似這種主要連結後結構主義思潮、空間轉變概念與主體存在體驗的一種新的課程立場,即研究者本人所獨創的「課程間性」。
透過一種「課程間性」概念的系譜學式探究,「課程」由一項單獨的意義表現形式,轉變成一群複雜意義的綜合體。課程的概念並不表現於普遍的、單一的意義中,而是表現於透過歷史、文化、空間、時間、主體等的交互作用中,所產生的「間際性」上。有關課程間性的探究模式,可採取下列三種方式來進行:一、自我與另一個自我的境遇、二、自我與他者的境遇、三、自我與不同事物的境遇。
本論文主要由課程後再概念化的觀點出發,探討存在於課程領域中有關理解課程與課程發展間、課程理論與課程實踐間、課程即計劃與課程即經驗間、課程目標與非課程目標間所涉及到的二元對立問題。提出以「課程間性」此一創造性概念,來調和與超越上述二元對立的課程問題。
“In-currere-between” is a way of thinking for subjective existential experience, which originates from the exploration of the “currere” from Reconceptualization . But due to the influence of change of social and cultural context, and the development of new idea and thought, many new generations of curriculum scholars of Reconceptualization stand on a new academic position with a kind of new language and thought of curriculum to newly regard the curriculum of experience, or a perspective of curriculum for improvisation, a perspective of curriculum for third space, a perspective of curriculum for nomadic space, and a perspective of curriculum for dis/position . The new position of curriculum like this which mainly connect post-structuralism, ideas of space conversion and subjective existential experience is “In-currere-between”, which created all by the researcher.
Through a genealogical inquiry for the conception of “in-currere-between”, curriculum represented with single meaning is transformed into the one with the synthetics of many complicated meanings. Instead of a general and single form of representation, the concepts of curriculum can be explored with the characteristic “between”, which are associated with the interactions of history, culture, space, time, subject and etc. The modes of inquiry for “in-currere-between” can proceed in three ways: First, encounter between self and another self. Second, encounter between self and others. Third, encounter between self and different incidents .
This dissertation aims to investigate the difficulties of binary concepts in curriculum studies from the perspectives of Post-Reconceptualization to understand the phenomena ‘within and between’ understanding curriculum and curriculum development, curriculum theory and practice, curriculum-as-plan and curriculum-as-lived experience, curriculum object and nonobject . Reconciling and transcending these problems of dualism in curriculum studies, the researcher brings up a creative conception of “in-currere-between”.
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