體驗區
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| 篇名 |
芬蘭學前課程綱要修訂機制之探究
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| 並列篇名 |
Revision Mechanism of the Finnish National Core Curriculum for Pre-Primary Education
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| 作者 |
劉豫鳳(Yvonne Yu-Feng Liu)
、鍾宜興(Yi-Hsing Chung)
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| 中文摘要 |
本研究目的為藉由芬蘭學前教育課程綱要修訂機制之探究，了解中央、地方與學校的任務分工，以及修訂過程之組織運作。研究資料以實地訪談及文件分析之方式進行蒐集。研究者親赴芬蘭，採半結構方式訪談九位學前課綱修訂之參與者，其背景來自芬蘭教育委員會、大學、地方政府與幼兒園；並蒐集與芬蘭教育改革相關之文獻、文件與政府公布之資料以進行分析。研究發現有三：首先，課綱分工呈現「中央概念形塑、地方內涵發展、學校實質轉化」之定位。其次，課綱修訂運作主要是透過多元且均等背景利害關係人之參與，擬訂反映寬廣之社會視野的課綱方向，接著透過地方政府專業交織的運作方式達成課程內涵的發展。最後，在整體運作方面，重視教學專業與共識凝聚為芬蘭教育脈絡中推動機制運轉的重要脈絡因素。期待能藉由芬蘭經驗，洞見其組織分工的配套條件、課程發展的組織運作基礎，方能以該國經驗，供我國進行課綱推動與修訂之參考。
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| 英文摘要 |
The purpose of this research was to reveal the collaboration among the central government, local authorities, and preschools in the curriculum revision process by exploring the revision of the Finnish National Core Curriculum for Pre-primary Education. Data were collected through field interviews and documents analysis. The researcher went to Finland and directly interviewed nine people who were involved in the process of preprimary curriculum revision by using a semistructured approach. The interviewees were from the central government of Finland, the Tampere municipality, and pre-primary schools. The literature, documents, and announcements from the government regarding the revision were also collected for analysis. Three main findings were obtained in this study. First, the positioning of curriculum revision was in the conceptual shape of guidelines from the central government, the connotative development conducted by local authorities, and the substantial transformation conducted by schools. Second, multibackground stakeholders were deeply involved in the revision process to formulate curriculum directions that reflect a broad social perspective, and the curriculum content was developed through professional teamwork among local authorities. Third, empowerment of the teaching profession and valuing shared vision were the two driving forces of the curriculum revision mechanism in Finland. The insights obtained from Finland regarding the supporting conditions for collaboration and the operational foundation for curriculum development can serve as a reference for the promotion and revision of the early childhood education and care curriculum framework in Taiwan.
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| 頁次 |
081-118
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| 關鍵詞 |
芬蘭
、國家課程綱要
、組織運作
、學前教育
、Finland
、national core curriculum
、organization operation
、preprimary education
、TSSCI
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| 卷期 |
55
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| 日期 |
202012
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| 刊名 |
教育學刊
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| 出版單位 |
國立高雄師範大學教育學系
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| DOI |
10.3966/156335272020120055003
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