本文首先指出課程典範可分為永恆分析、實用探究和批判實踐等三種。有鑒於永恆分析的課程典範，過分注重技術理性與系統分析，抹煞了師生的互為主體性，乃提出整合了實用探究與批判實踐課程理論以及建構教學理論的「課程乃協同探究」，以及「探究取向課程」等二種教學實踐模式。文末指出，這二種模式與禮記中庸揭示的「博學、審問、慎思、明辨、篤行」以及孔子所言「疑思問」、「學而不思則罔，思而不學則殆」的學問之道理念一致。
The authors pointed out that there are three commonly acknowledged curriculum paradigms: perennial analytic categories, practical inquiry, and critical praxis. The first paradigm has been criticized as too dependent on technical rationality and systems analysis, and neglecting inter-subjectivity. This paper, on the contrary, introduced the concepts of “curriculum as collaborative inquiry” and “inquiry-oriented curriculum” that integrated the second and the third paradigms with other concurrent theories of curriculum and instruction. The authors found that the essence of the two models corresponded with the ideas of inquiry mentioned in Confucian’s writings.
