我國近年來的課程改革以民國九十年起實施「九年一貫課程」的影響最大。實施以來，各界批評與檢討之聲源源不斷，其中大都集中在與課程實施較有關係的課程決策及課程發展層面上的問題，而對課程研究雖亦有所指，但從力度及深度則顯有不足。從爭論的理念來分析，如課程統整、行動研究、協同教學、學校本位課程、空白課程、教師增能，乃反映出新課程與傳統課程的立論依據及受到不同研究典範的影響。從此次課程改革之後的省思，可以了解課程再概念化有其必要，以及不同研究取向對課程實施可能會帶來不同的影響。本文先就九年一貫課程全面實施後的反思中，整理出與課程研究有關的重要理念，然後從中探索出「美學探究」取向在課程研究的重要意義。其次則分析西方當代課程美學探究的發展脈絡，進而對重要思想做初步析論，最後則對我國課程研究提出可以發展的取向，以作為我國課程理論的建構與實踐的參考。

The purpose of this study is to explore the possibility of the aesthetic inquiry in curriculum research, under examining concepts of curriculum practice in Taiwan 1994-2005. First, the concepts of "Grades 1"-9" Curriculum" such as: curriculum integration, school-based curriculum development, competence-based, accountability, and "blank curriculum" which are analyzed and criticized from the approach of aesthetic inquiry. Then the concepts and development of aesthetic inquiry of curriculum research in western world are introduced and criticized. Finally, proposing the aesthetic inquiry may be an alternative approach to build curriculum theory as well as a guideline for curriculum practice in Taiwan.

課程改革、課程研究、美學探究

curriculum reform, curriculum research, aesthesic inquiry