• 作者： 黃譯瑩
• 作者服務機構： 國立政治大學教育學程中心
• 中文摘要： 典範的「改變」可以有轉移、變革或躍遷等狀態，本文旨在分析系統典範的運作對於引發典範躍遷之可能性，並進一步以系統典範觀點探究「統整課程之課程發展」，提供實際透過系統思維來認識存有之例。首先，討論典範改變的三相與系統典範的主要思維，辯證系統典範與典範躍遷之關係；其次，以語言分析與系統典範的觀點討論「課程」存有與「課程發展」的意義，釐清「課程發展」與「課程設計」的關係，並討論以技術模式、實務模式與批判模式來理解「統整課程之課程發展」的合宜性。接著，自系統典範觀點說明統整課程課程發展的結構、目的、功能與運作，探究統整課程系統中人類的定位與系統之非加和性。最後，以系統典範觀點反思系統思維自己，提出以系統思維認識萬物或進行研究時之建議。
  
  典範的「改變」可以有轉移、變革或躍遷等狀態，本文旨在分析系統典範的運作對於引發典範躍遷之可能性，並進一步以系統典範觀點探究「統整課程之課程發展」，提供實際透過系統思維來認識存有之例。首先，討論典範改變的三相與系統典範的主要思維，辯證系統典範與典範躍遷之關係；其次，以語言分析與系統典範的觀點討論「課程」存有與「課程發展」的意義，釐清「課程發展」與「課程設計」的關係，並討論以技術模式、實務模式與批判模式來理解「統整課程之課程發展」的合宜性。接著，自系統典範觀點說明統整課程課程發展的結構、目的、功能與運作，探究統整課程系統中人類的定位與系統之非加和性。最後，以系統典範觀點反思系統思維自己，提出以系統思維認識萬物或進行研究時之建議。
• 英文摘要： There are three forms of paradigm change: paradigm translation, paradigm transformation, and paradigm transition. This paper aims to (1) justify the possibility of which systems paradigm inspires paradigm transition, and then (2) apply the systems paradigm perspective to probing "curriculum development of integrated curriculum" (CDIC). First, elucidated are three forms and logics of paradigm change, main thoughts of systems paradigm, and importantly, the possibility of systems paradigm to inspire paradigm transition. Then, the systems paradigm perspective is applied to explain the meaning of "curriculum development," to clarify its relation with "curriculum design," and analyze the appropriateness of interpreting curriculum development through the technology, practical or critical model. Thirdly, based on the previous discussion, argued are the structure, purpose, function, motion and distinctive feature of CDIC, and how human beings participate in the coevolution with the integrated curriculum system. Finally, consciousness of systems paradigm on itself is reflected upon and suggestions for applying systems paradigm as a research viewpoint and position are proposed.
• 中文關鍵字： 系統典範；典範躍遷；統整課程系統；統整課程之課程發展
• 英文關鍵字： Systems Paradigm, Paradigm Transition, Integrated Curriculum System, Curriculum Development of Integrated Curriculum