批判教育學視角的課程反思與實踐：以三位國文科社群教師為例

• Published in: Jiao yu ke xue yan jiu qi kan 2023-06, Vol.68 (2), p.173-202
• Main Authors: 洪郁婷(Yu-Ting Hung), 卯靜儒(Chin-Ju Mao)
• Format: Article
• Language: Chinese
• Subjects: conscientization; critical pedagogy; Mandarin teachers; professional learning community; reflections and practice; TSSCI; 反思與實踐; 國文科教師; 批判教育學; 教師專業學習社群; 覺醒
• ISSN: 2073-753X
• DOI: 10.6209/JORIES.202306_68(2).0006

Introduction Taiwan’s curriculum reform is a product of collective effort from the entire society and embodies the essence of critical pedagogy. However, even in the 12-Year Basic Education Curriculum, the ability of teachers to fully embrace the ideals of a democratic plan as advanced by critical pedagogy is hindered. The researchers observed that in the field of Mandarin instruction, teachers tend to rely on textbook content as the main focus of their teaching and assessment. Although they may have a definite understanding of knowledge arrangements, they often lack critical thinking skills. As a result, teachers find it difficult to move beyond closed answers, even when faced with questioning or alternative approaches to teaching. The distance between the conventional “subject-based teaching” approach and the modern “students as knowledge builders” approach is vast and even further from the ideal objective of “teachers as the transformative intellectuals.” This research explored curriculum reflections and t