The Narrative Inquiry on Life Curriculum from the Perspective of Emergent Curriculum

• Main Authors: Chen,Chun-Hsiu, 陳春秀
• Other Authors: Ou,Yung-Sheng
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/94653373075822051519

博士 === 國立臺北教育大學 === 課程與教學研究所 === 100 === Curriculum is not a static objective or plan, but a dynamic emergence which is indefinite, indistinct and unpredictable. This research is a narrative inquiry on life curriculum from the emergent perspective. The curriculum story began from a course called mountain yam implemented by the researcher and Miss Guo-guo in Xi-shui Elementary School two years ago. The researcher, I, deliberated the process of curriculum implement in a three-dimensional narrative inquiry space, held the inquiry not only inward and outward but also backward and forward, and constructed a possible image of life curriculum from the emergent perspective. The research shows that life curriculum is a rhizome and an open map made up by germs, nodes and destinations. It is an extemporization, which is teaching art and in-betweenness shown by teacher’s wisdom of practice. A rhizome life curriculum does not mean anything goes. The objectives and competence indexes are the essentials of developing rhizome life curriculum and also the theme of the extemporization. Besides, life curriculum is currere. Running through the dynamic paths, students transform the curriculum experience into life abilities and senses of beings. In sum, life curriculum is transcendence. It crosses the boundaries between curriculum content and forms, teachers and students, and the egos.