| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === In this self-narrative, I take narrates as the main axle which praxis for the curriculum, narrates as the research orientation, and community as the cultural context of narrative curriculum. I integrated the “narrative curriculum”, proposed by Lauritzen & Jaeger (1997), and Drake’s standpoint of "story model" (1998) to say a curriculum story that a teacher and the students take "witch's hometown-Beitou" as a field.
The narrative curriculum is the students experience the curriculum through the story and understand that the rich situation context is the source of the curriculum. The teachers and students investigate the questions, appeared during the curriculum, and start the consultative dialogue under the objective guidance. They can construct the significance from the inquisition process and show the achievement of study in multi-dimension. It encourages the student to join the real life and the story which happened in the classroom. The students provide their own story and experiences of life to produce the new inquiry, new text, and new curriculum story. These experiences will influence the context of the curriculum.
I gain experience through reflexivity and praxis in this self-research. In advance of the time when the curriculum starts, we must distinguish who is the subject of the curriculum. The curriculum couldn't be the object or independent from the teachers and the students' experience. The classroom is the field that teachers can communicate with the students. The curriculum is the medium, teachers and the students learn to construct self. The learning lies in making the students’ voice heard. The dialogue, inconsistency, and conflict between the teachers and the students are the medium to trigger the learning and the important text that the teacher wants to convert into the curriculum.
I find that the curriculum theory, no matter the modern view of Tylor Model or the narration course of reconceptualization, is not the purpose, but the praxis is. The purpose of praxis is not imbedding a new system into an old system, but in order to promote the constructing the subject consciousness and reconstruct the reality of the instructional site. Turning the instructional model into praxis is the process of reflexivity, we must think about what is our position in this curriculum.
In the journey of this curriculum, I realize that the praxis is not a kind of conformance, completely accept the arrangement of the theory, but take actions to solve the practical problems of the curriculum and pedagogy by experience
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