HKIER

摘要

回顧台灣近年來兩波課程改革，分別訴諸「基本能力」與「核心素養」兩種觀點，各自的意涵背後涉及了不同的知識觀和意識型態。然而，植基於改革生態學的視野，這兩波課程改革的核心觀點之所以轉變，其實還涉及了歷史脈絡下知識和權力的社會結構辯證關係。值此，本研究採用Popkewitz「社會認識論」的觀點，分析「基本能力」與「核心素養」理念背後論述實踐的時空背景，繼而提出從「認識論」轉向「存有論」的論點，並描繪出課程改革的未來願景。

關鍵詞：課程改革；基本能力；核心素養；社會認識論；存有論

Abstract

This article reviews the two waves of curriculum reform in Taiwan in recent years, which refer to the perspectives of “basic ability” and “core competence” that involve different knowledge types and ideologies. Based on the perspective of reform ecology, the core viewpoints of the two waves of curriculum reform have also involved the dialectical relationship between the social structure of knowledge and power in the historical context. On this occasion, the study is intended to adopt T. S. Popkewitz’s idea of “social epistemology” as the methodology to analyze the space-time background of the discursive practice of “basic ability” and “core competence,” and then puts forward the argument of turning from “epistemology” to “ontology,” depicting the future vision of the curriculum reform.

Keywords: curriculum reform; basic ability; core competence; social epistemology; ontology