October 8, 2021

CHAPTER 1-2 :
TEACHERS, RESEARCHERS AND CURRICULUM

Sherry, Mary, Jenny , Malik

Curriculum Research and The Commonsense View 常識觀
Professional Competence
課程研究與專業能力 The Philosophical View 哲學觀

The Applied Science View 應用科學觀

The Practical Approach 實務觀

The Critical View 批判觀

 The Commonsense View 常識觀
Define research knowledge based on actual experience, not theory.
根據實際經驗而非理論定義研究知識。

Limited by existing educational theories and knowledge.

受限於現有的教育理論和知識。

Let the teacher conform to the traditional behavior pattern.

讓教師符合傳統行為模式。
 The Philosophical View 哲學觀
Teachers reflect on the basic assumptions and ideals of the "Philosophy of Education“.
教師根據「教育哲學」的基本假設和理想進行反思。

Teachers have the necessary concepts and insights, and have a certain understanding of
the role of educators.
教師擁有必備的概念和見解，對教育者的角色有一定的理解。

Teaching is a professional profession, which is guided by the principle of basic education.

教學是一種專業的職業，它受到基礎教育為指導的原則。
 The Applied Science View 應用科學觀
Generate scientifically verified knowledge so that educational goals can be achieved in an
effective way.
產生經過科學驗證的知識，讓教育目標可以用有效的方式來達成。

The teaching profession of teachers applies scientific theories and principles to teaching
situations.
教師的教學職業將科學理論和原則，運用到教學情境中。

Use scientific knowledge to achieve the best learning effect.

利用科學知識讓學習效果達到最好。
 The Practical Approach 實務觀
Like the "philosophical" view, it is not to generate theoretical knowledge, but to carry out
practical practice.
和「哲學觀」一樣，不是產生理論知識，而是進行實務實踐。

The researcher is the teacher's consultant and assists the teacher in making practical
judgments.
研究者是教師的顧問，協助教師進行實務判斷。

"Practical view" understands morality in the teaching process.

「實務觀」在教學過程中理解道德。
 The Critical View 批判觀
Accept the thinking of "practical view".
接受「實務觀」的思維。

The "critical view" believes that educational goals will be hindered by ideology and
institutional structure.
「批判觀」認為教育目標會受到意識形態和體制結構的阻礙。

The teaching profession influences practice, politics, and social structure, and requires
constant deliberate and critical discussion.
教學專業影響實踐、政治和社會結構，需要不斷的深思熟慮和批判性討論。
Practical Aristotle‘s three-point method of discipline: “theory”, “production” or
“practical”.
亞里斯多德對學科的三分法：「理論」、「創造」或「實踐」。

Those who support the "philosophy" view think that curriculum research is a
theory;Those who support the "applied science" view think that curriculum research is a
kind of production;Those who support the "practical" and "critical" views think that
curriculum research is a kind of practicality.
支持「哲學觀」的人認為課程研究是一種理論；支持「應用科學觀」的人認為課程
研究是一種創造；支持「實用觀」和「批判觀」的人認為課程研究是一種實踐。
• Q1:In teacher courses, teachers have five professional abilities. Which one do you prefer? Why?

The Philosophical View The Philosophical View The Applied Science View The Critical View

15% 15% 35% 35%

3 people 3 people 7 people 7 people

BUI NGUYEN BICH 張瓊文 PHAN THI GAM 陳俞含
THY 、 黃寶 ERMANSYAH MALIK 朱奕丞
陳穎 陳盈利 ROMI ASWANDI SINAGA 蕭珮婕
張麗媛 SUPHANNEE ARSAIRACH 潘敏
徐思婷 李明怡
林世瑛 陳瑋琪
黃烽榮 干仁賢
THANK YOU
5.Technical﹐Practical and Strategic Views
    技術、實踐和策略觀點

CHEN    YU     HAN

(Mary)
 A The Technical 技術觀點

B The Practical View 實踐觀點

CONTENT
C The Strategic View 策略觀點
 01 A technical view of teaching and curriculum treats
educational provision as a set of means to given ends.

教學和課程的技術觀點將教育提供視為達到既定目標的手段。
The Technical
Our expectations of teachers and schools,and our
技術觀點 materialist views that education can be improved by
providing better tools, resources and environments (that
is, by believing that more money, more resources and
better environments could solve our problems for us).

我們對教師和學校的期望，以及我們唯物主義的觀點，即通過提
供更好的工具、資源和環境可以改善教育（也就是說，相信更多
的錢、更多的資源和更好的環境可以為我們解決我們的問題）。
 02 Education, curriculum and teaching may be considered
as practical.

教育、課程和教學可以被認為是實用的。
The Practical View
Education is essentially a process or an activity.

實踐觀點 教育本質上是一個過程或活動。

By exerted by practical deliberation and wise and

prudent intervention into the life of the classroom.

只有通過實際的審議和對課堂生活的明智和謹慎的干預
才能發揮影響。
 03
A consciousness of teaching and curriculum as
strategic is a consciousness.
把教學和課程作為戰略的意識是一種意識。

Teachers must use their practical judgment in

decisions about these matters. But each can be
The Strategic View reflected upon and reconsidered(made
problematic) to inform future practical
judgments.
教師必須運用他們的實際判斷力來決定這些問題。但是
策略觀點 每一個都可以被反思和重新考慮（成為問題）以告知未
來的實際判斷。

Constant debate is necessary in education to

continue the process of examining its frameworks
of tradition, expectation and action, and to
understand the consequences of different kinds
of provision and performance.
在教育中，不斷辯論是必要的，以繼續檢查其傳統、期
望和行動的框架，並了解不同種類的提供和表現的後果
。
Teachers ‘become critical’—not in the sense that they become negativistic or complaining, but
in the sense that they gather their intellectual and strategic capacities, focus them on a
particular issue and engage them in critical examination of practice through the ‘project’.

教師“變得批判”——不是因為他們變得消極或抱怨，而是因為他們聚集了他們的心智和戰
略能力，聚焦在某個特殊的問題上，並透過“計畫”讓他們參與對實踐的批判性檢視。
 issue 2
04 How would you criticize your teaching (work area of expertise) through
critical reflection?
您將如何通過批判性反思來批評您的教學（專業工作領域）？
穎 : 現 、 隨時 自 Bui Nguyen
Bich Thy:m
陳 的 表 檢 視 s y
學 生 程 。 I E P 反 t ud e n t s d o n 潘敏 :I w
觀 察
操 作 過 由 判 性 't u nd erstand the ould refe
學 生 期 經 批 驗 le s s o n , w h th e fe ed r to
注意 學 是 我 的 ic h m a kes them b a c k from
丞 : 每 容， 最 好 fr u s t ra t e s tu d e
奕 學內 的教 學 d ﹐I focus on h nts and pe
教 己 t he m achieve t el pi ng w ell as by ers as
己的 評自 he outcome reading
來 批 le a r n i n di s c ussions.
Jessi 思 瓊文 : 永遠 g.
e: 。 不能害怕
from My reflec證 去找出這期 ROMI:Every learning meeti
ng with
stude tion w 間 訊息中 stu dents is an experiment as w
stude n
nts' r ts observ as
出現的一致 ell as an
與不一致 experience. I learned to refle
from eflec ation 性。 ct on what I
m tio ,
teach y co-wo n and had planned, executed and ev
er. rking
Y A H M A LIK : lea
aluated the
ERM A N S rn in g.
c r it ic a l r e flection, I 黃寶 : 觀察
Through this a t e m p o r a l 珮
病 患 的 成效
出 貼近 的 l d t h en ha v e 婕 : 批判性 業 討論 、 連結 、專
做 w ou e yo n d 更
思婷 : 能
方 知 覺 la ti o n o f a c hieving b 時時去檢 反 思除了可
以
多 的 服務 。
助 對 formu 視自己的 幫 助自己
回應，協 受並反思 s u b j e c t g o al, 兒 的 教 學 有
自 己 的 感 lesson goal, p g o a ls .
發展能力
外 ， 有
沒有符合
幼
到 l o r g r o u 可 以 幫 計 畫
。 individua 助自己在
教學上精 的反思更
性
益求精。
 issue 2
04 How would you criticize your teaching (work area of expertise) through
critical reflection?
您將如何通過批判性反思來批評您的教學（專業工作領域）？
作 出 可行 仁賢 :can succ
執 行 情 況 ， essfully help te
了 解 實 際 的 c onnect the teac achers and their
明怡 : 第一： 過 校 長 社 群 ， 參 考 他 校 h in g a cti v it ie s a n d the meaning
students to
：透 teaching conten
性決議。第二 過 與 專 家 學 者 研 討。 t, a nd in c r e a s e m u
of
第 三 透 c o ntinue to empo tu a l trust, and then
優點及經驗。 世瑛 : 觀察學生的反應、 wer (empowerm
ent) activity.
瑋琪 : 我 有系統的理論與技術方法
開始思索
材，來引 從生活的
實
。
現 迷 思 概 念，透過
發學生願 踐中去尋 現學生出
唯有自我 意上台分
享
找題 教 學 計 畫 、 發
學 模 式 。 並且把
正發展出
瞭解與深
入探究自
及上台表
演， 盈利 : 擬定 修 正 、 我 隨時調整教 於生活中。
自己獨特 己是誰？ 行 引 導 與 運 用 知 識
性。 才能真 教學進 結 ， 讓 學生可以
做 連
學習與生活
烽榮 :s
el f
SUPHANNEE ARSAIRACH: It is significantly focused -reaction shoul 以 學 習區為
on dialo d be m o 式
necessary to reflect myself after teaching.When I face gue wit re 麗 媛 : 教學模 環境規劃
h ourse 區 課 程 從
difficulties during the class, I always take a note after lves. 主。學習 學習與
能 主 動
孩子
teaching and find the solutions for next class. 出發，讓
探索。
If you find a problem ﹐start looking for a suitable point of
view to look at the problem and solve it, you will make
yourself more professional

如果你發現問題，開始找尋適合的觀點來看待問題並解決，
你將會使自己更專業。
THANKS
Teacher’s knowledge
教師知識
Eight view points of teacher’s knowledge

1.Commonsense knowledge
8.Philosophical point of view 常識知識
哲學觀點

7.Social and moral theory 2.Folk wisdom

社會和道德理論 民間智慧

3.Skill knowledge
6.Educational theory 8 viewpoints 技能知識
教育理論知識

5. Professional knowledge 4.Body of contextual knowledge

教師專業知識 上下文知識
The relationship between theory and practice
Some of these kinds of knowledge have the roots of their rationality well hidden
‘underground’ in the life of practice.

Critical analysis is only possible when both theory and practice can be treated in a
unified way as problematic as open to dialectical reconstruction through reflection and
revision.

It is easy to think of theory as something more than an organized body of knowledge—

too often is it regarded as something close to ‘The Truth’—as certain or complete.

有些合理的知識反而隱藏在實踐之中，只有當理論和實踐都能夠以統一的方式被視
為有問題的時候，批判性分析才有可能通過反思和修正進行辯證重建。
人們很容易認為理論不僅僅是一個有組織的知識體系，它常常被認為是接近“真
理”的事實。
The relationship between theory and practice
Few competent social researchers fall into the trap of treating their theories as ‘truths’.
They treat them as problematic, as open to reconstruction.

Once they are regarded as already sufficiently justified and then applied uncritically,
observation of their consequences is forgotten about. Only when significant problems
occur will those involved cast doubt on the theories

很少社會研究人員會陷入理論的陷阱之中，他們視這些為真理。會以開放性的角度
去看待這些問題。

一旦它們被認為已經足夠合理，然後不加批判地應用，就會忘記對其後果的觀察。
只有當出現重大問題時，相關人員才會對理論產生懷疑。
We should reflect on these theories
Social and educational theories must cope with this reflexivity: the ‘truths’ they tell must
be seen as located in particular historical circumstances and social contexts, and as
answers to particular questions asked in the intellectual context of a particular time.

‘Knowledge’ is sometimes defined as ‘justified true belief.

we should expect few certainties in education . The best we can expect in social science
is knowledge which is tried and not found wanting.

社會和教育理論必須有反思性：他們所講述的“真相”必須被視為位於特定歷史環
境和社會背景中，並且是對特定時間的智力背景下提出的特定問題的回答。
“ 知識”有時被定義為“有正當理由的真實信念”。
我們應該期待教育中幾乎沒有確定性。 在社會科學中，我們可以期待的最好的知
識是經過嘗試但沒有發現缺乏的知識。
Q3. How should we regard the difference ways and knowledge teachers have and use ?

李明怡
Mary 、 Jesses

Responding
Reflect
Choose onTreat
an
yourself
toappropriate
social
knowledge
and
needs
Problem-solvingimprove
teaching
as
(national
a tool
instrategy
ability teaching
policy)

MALIK 、黃烽榮 陳穎、蕭珮婕、朱奕丞、徐思婷

、陳盈利、張麗 、潘敏、張瓊文、林世
媛 英、 SUPHANNEE
ARSAIRACH

THY 、 ROMI 、
黃寶、陳瑋琪、干仁賢
Keep reflecting

Teachers’ knowledge provides a starting point for critical reflection. It cannot simply be
taken for granted and systematized into theory, nor can it be taken as definitive in
prescribing for practice. This is not because teachers’ knowledge is any less compelling
than the knowledge others have; it is because educational acts are social acts, which are
reflexive, historically located, and embedded in particular intellectual and social contexts.

教師的知識為批判性反思提供了起點。 不能簡單地將其視為理所當然並系統化為
理論，也不能將其視為確定性的實踐處方。 這並不是因為教師的知識沒有其他人
的知識那麼引人注目； 這是因為教育行為是社會行為，具有反思性、歷史定位性
，並植根於特定的知識和社會背景。
 POSITIVIST
COMMUNITY OF ENQUIRES
CONCLUSIONS INTERPRETIVE
INTERESTSPROBLEMS RISKY
METHODS POLITICAL
SUBSTANCE
FOCI CULTURE
CURRICUL CONTEXT

ROLES SOCIAL UM JUDGEMENT

POLICY PRACTICE
THEORY
RESEARCH
PRINCIPALTHEORETICAL
PRACTICAL CRITICALPROFESSIONALTEACHERS
APPROACHCONVERGE
SCIENTIFICRESEARCHERS
EDUCATION
In terms of FOCI, METHODS and ROLES of researchers and
teachers the field is open.

No unified view of its PROBLEMS, SUBSTANCE,

METHODS, or COMMUNITY OF ENQUIRERS

The diversity suggest variety of patterns.

 Themes to embrace those diversities
•The view of theory and practice relationship.

•Theory as a source of principles that can be applied in practice.

•Practice as a matter of professional judgment which can be developed as the wisdom of

practitioners, and policy makers is developed.

•Theory and practice as dialectically related, with theory being developed and tested by
application in and reflection on practice, and practice is a risky enterprise which can never be
completely justified by theoretical principles.
 Different general position concerning the nature and purpose of social scientific enquiry

•The positivist, The interpretive, and The Critical will be examined further on the next chapter

•These positions intellectual histories, assumptions and characters increase the capacity for
critical discussion about the nature of educational and curriculum research.

•Justifying the critical approach to educational theory, and action research as its concrete
methodological expressions.

•Informing and developing a critical theory of education.

End of Presentation