A Study on the Arts-Areas-Curriculum Guidelines in the 12-year Basic Education in Taiwan: From the Perspective of Critical Theory

• Main Authors: Hsueh,Ju-Hsiu, 薛儒修
• Other Authors: Cheng, Ming-hsien
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/pqmd7q

碩士 === 國立彰化師範大學 === 美術學系藝術教育碩士班 === 105 === Currently, the new version of Education Areas Curriculum Guidelines of 12-year Basic Education is on the phrase of review. However, the process of review is questioned due to certain factors that results in a shadow casted over the educational reform. These queries are labeled with ideology for political reasons. Now, the revisions of curriculum guidelines are still in draft amending, and teachers, students, and the public still have doubts and questions toward the curriculum guidelines. In this version of Arts Areas Curriculum Guidelines revision, the key learning points represent the educational learning performance and contents of teaching. The key learning points are referred to the impact the curriculum guidelines revisions has on the arts teachers and curriculum developers. With political, economic, and cultural factors, the curriculum guidelines revisions may come with strong ideology, causing the implementation of education unable to reach the ideal of democracy, freedom and equality. The critical perspective of knowledge asserts that all form of knowledge imbed somedegrees of idology which influences the value and meaning for the learners. Therefore, this study will discuss the connotations of knowledge constructed in the Education Areas Curriculum Guidelines of 12-year Basic Education of Taiwan by taking account of critical theory. A philosopical approach of research method is emploied in this study. With the ideological connotation of the critical theory toward the curriculum concept, core competencies, and concrete meaning of the Education Areas Curriculum Guidelines of 12-year Basic Education, this study concluded the following findings: 1. In the Arts Areas Curriculum Guidelines, the correspondence of performance and contents of key learning point can be more rigorous in order to implement the ideal of overall and areas curriculum guidelines. 2. In the Arts Areas Curriculum Guidelines, second thoughts on the course title, visual arts and fine arts, is beneficial to the integration and planning of knowledge connotations. 3. Open and multivariate principle in line with social justice is recommended when organizing the key learning points so as to avoid the presentation of biased ideology. 4. To implement the ideal of 12-year Basic Education, the planning of teaching activities should be built on the cultivation of students’ self-awareness and attitude.