鑑於未來課程改革仍然是「能力導向」，關於能力概念的掌握殊屬必 要，概念的詮釋與釐清，不論在改革之初與後續的實踐，都是不能忽視的重 點工作。透過文獻探討與分析，可以發現能力概念具有建構性與動態性，若 拘泥於建立客觀性;標準化定義的思考，勢必陷入無休止的爭論。本文嘗試 釐清能力相關用詞的區別與關係，使能力層次概念更清晰，並指出理念型定 義的能力概念所涵涉的共同屬性，以及實務型定義的能力概念所突顯的建構 性;動態性與多元性。其次，說明能力概念在教育領域中的意義。最後，依 據能力概念的探討結果，提出九年一貫課程能力導向目標的實踐觀念如下： (1) 必須先理解九年一貫課程初始的能力概念及其屬性；(2) 課程轉化應掌握 能力概念的層次；(3) 教學設計需要由「習得知識」導向「問題解決」；(4) 評量方式需要呼應能力指標的「真實性」與「情境化」。研究者希冀透過前 述能力相關概念的釐清，提供後續研究者及相關實務工作者之參考，對課程 改革理想的實踐亦能有所助益。
In light of the fact that future curriculum reforms will still be “competence-oriented”, understanding the concepts of competence is a must. Interpreting and clarifying ideas about a reform is essential both at the beginning of the reform and in the subsequent implementation of the reform. Through review and analysis of the literature, this paper finds that the concepts of competence are constructive and dynamic, and blind pursuit for an objective and standardized definition of competence will only result in endless arguments. This paper explores the differences and relationships between “competence”- related terms to clarify the hierarchy of competence and also identifies the common properties of conceptual definitions for competence and the properties of practical definitions for competence, such as being constructive, dynamic, and pluralistic. Besides, this paper also explains the implications of the concepts of competence for education. Based on the research findings, this paper proposes suggestions as how to achieve competence-oriented goals of Grade 1-9 Curriculum as follows: (1) the concept of competence initially adopted for design of Grade 1-9 Curriculum and its properties should be explored first; (2) the hierarchy of competence should be stressed and followed in curriculum transformation; (3) the orientation of instructional designs should be shifted from “acquiring knowledge” to “problem-solving”; and (4) assessment should conform to the “true” ideas of competence indicators. By clarifying the concepts of competence, this paper attempts to provide some reference for future researchers and educators and make some contribution to realization of curriculum reforms.
能力;課程;課程改革
competence, curriculum, curriculum reform