Changes in visual art curricula in Taiwan and Hong Kong: Comparative study of curriculum paradigm (Chinese text)

Based on the paradigm theory of Kuhn (1970), this dissertation focused on the anomalies of curriculum adaptation through the event of Discipline-Based Art Education (DBAE) which took place as a new paradigm invading Hong Kong and Taiwan in 90's.; In this study, I described, analyzed, and interpreted comparatively the text series in the Visual Art in terms of disciplinary objectives, organization, and learning opportunities, which were implicated in the "curriculum commonplaces". I also enquired how decision-making culture was represented via hidden curriculum and those discourse which can primarily reveal the incompatibility of espoused values among different paradigmative orientations, assumptions, and belief systems.; Firstly the study was developed with a comprehensive and empirical research framework for text analysis. I attempted to reveal four major paradigms that influence decision-making practices. In the comparison of the internal logic of the DBAE paradigm, the framework helped to find inspiration for its inquiries. General questions arose and asked: How does a new paradigm evolve through refining and occasionally overturning the original paradigms of an existing curriculum, and how does different "act of emplotment" unfold, fashion, and interpolate the paradigms change? According to Kuhn, the dominant mode of inquiry within DBAE at a given time delineates conflicting and competing models of paradigm. One of the findings is that a paradigm is commonly presented by different curriculum orientations, which can also be depicted by different curriculum knowledge from time to time.; Secondary, suggesting that knowledge is socially constituted and produced, the study provides a better understanding of knowledge-selected and value-laden curriculum in both Hong Kong and Taiwan, and their instrumental action because of social or political circumstances. The analysis tried to correlate multiple and broader views of curriculum policy-making: i.e. the instrumental view, the pluralist view, and the alternative view addressed by Elmore & Sykes (1992). The results also explored how knowledge and values were connected and interdependent in curriculum practices as well as how they shape their particular styles of decision-making in different sociopolitical contexts.; Finally, this comparative curriculum study provided a better understanding of the relations among the elements of commonplace, the selection of knowledge, the decision-making styles and the power of centralization. It led to an interpretation of many alternative conceptions which diverged with the ideas of DBAE system wanted to inform, and the significant attribution and power of hidden value in context. This research demonstrated that changes in decision-makers' conceptions and their role of visual art education were directly related to their beliefs and attitudes in the acquisition of new art curriculum paradigms. (Abstract shortened by UMI.)...