臺灣博碩士論文加值系統

論文摘要
本研究目的是從建築或空間的視野探究課程，以後現代網際空間做為論述核心，進行課程理論的再概念化，揭示一種後現代母體課程。研究採取兩兼其外、生三成異、失位／定位的邏輯，從感知空間、構想空間、生活空間三條空間論述軸線，引介蜘蛛結網、地圖構圖、行船探險三種課程新隱喻，研究主要的結論有下列數點：

一、後現代網際空間的失位／定位關係與課程核心。
網際空間屬於後現代超空間，具有時空脫嵌、時空延伸與時空壓縮等失位／定位特性。失位／定位關係具有三種空間關係：
(一)空間的脫嵌、定序與再定序。
(二)地下莖與逃逸路線的遊牧空間。
(三)不斷尋找它者來創造差異的空間。
網際空間課程因此面臨虛擬空間、內爆資訊和身體政治的困境。空間跨界、資訊探勘和認同追尋成了課程探究的核心。

二、網際空間的虛擬實在本體論與超實在知識論。
(一)虛擬實在本體論
網際空間的本體論可透過「真實－虛擬」連續體的視野加以理解，是由真實實在、擴展實在、擴展虛擬到虛擬實在的過程。虛擬實在是發生的，而非存有的，是出類拔萃的形上學機器，是由知覺沉浸、心理體驗和文化想像來體現。
(二)超實在知識論
網際空間的知識論可透過「數位化－虛擬化」連續體的視野加以理解，從建構實在論、根本建構主義到超實在知識論。建構實在論關注不同微世界的外推與科技整合，根本建構主義強調形上學實在的袪除，超實在知識論主張擬像的先行，擬像已經變成超真實的真實虛擬。超實在知識論宣告實在已死，虛擬已取代真實，知識本質發生改變，產生了新的「訊識」。

三、感知空間的「空間意象」課程與「蜘蛛結網」隱喻的課程實踐。
網際空間課程在感知空間向度探討超越物理學的虛擬空間，數位化、資訊化與視覺化的課程內容導致物理距離的喪失，身體的消逝與實體教室的超越。蜘蛛結網隱喻的數位化資訊課程具有幾項意涵：
(一)學習場所從實體教室到虛擬空間。
(二)師生互動從同步面對面在場到非同步遠距在場。
(三)教材形式從印刷文本到數位文本。
(四)學習過程從接收專家知識到資訊的搜尋與選擇。

四、構想空間的「流動訊識」課程與「地圖構圖」隱喻的課程實踐。
網際空間課程在構想空間向度探討流動失序的訊識。訊識具有幾項意涵：
(一)知識型態的改變，知識轉換成資訊量與知識組件。
(二)知識的使用價值轉換成交換價值。
(三)知識的生產、再現關係轉換成消費、商品化與個性化關係。
(四)課程從被動的「推進促動」轉換成主動的「拉入汲取」。
地圖構圖隱喻的課程透過學習者的概念分析，發展出任務取向、資訊錨定、路徑尋找與空間導航的課程。課程就像一張空間藏寶圖與虛擬的旅行。

五、生活空間的「認同追尋」課程與「行船探險」隱喻的課程實踐。
網際空間課程在生活空間向度探討認同的追尋。網際空間變成兼具真實與想像的多樣性空間，一個「無所不在」卻又「無所在」的地方。透過資訊科技的擬像創造出完美的奇觀地景，形成「你要什麼就有什麼」的主題公園。主體經由客體化的化身重新選擇身體，轉變親密關係，形塑新的認同。行船探險的課程隱喻揭示空間中的探險與尋找烏托邦的旅程，不斷地進駐和遷出釵h位置，認同變成多元與動態：
(一)不只是同一，也是差異。
(二)不只是存有，也是化成。
(三)不只是根源，也是路徑。
課程變成解疆域化與再轄域化的遊牧過程，表現在展演性、抗拒性、消費性、籌劃性、集體性等多樣化的認同追尋。網際空間課程是具有散佈性、反身性、連結性和流動性的後現代母體課程，轉向科技整合、身體政治與生活政治面向的課程。


關鍵詞：網際空間、課程理論、空間、訊識、認同、失位／定位

THE THEORY INQUIRY OF POSTMODERN CYBERSPACE CURRICULUM: DIS/LOCATION OF SPACE, INFOLEDGE AND IDENTITY

Ming-che Tsai

ABSTRACT
The purpose of this study is to explore curriculum with the perspectives of architecture or space. Focusing on postmodern cyberspace as the core of discourse to reconceptualize curriculum theory , to reveal the postmodern matrix curriculum. The inquiry takes the logic of both/and so, thirding, and dis/location, to adapt three discourse axes of perceived space, conceived space, and lived space, to introduce the new curriculum metaphors of spider webbing, map mapping, and boat exploring. The main conclusion contains the following ways.

The dis/location relationships of postmodern cyberspace and curriculum kernel
Cyberspace belongs to postmodern space and has the dis/location properties of space-time disembedding, distanciation and compression, including the following ways:
1 Space of disembedding, ordering and re-ordering.
2 Space of nomadic rhizome and lines of flight.
3 Space of the difference that difference can make.
Cyberspace curriculum faces the straits of virtual space, implosion information and body politics. Space crossing, information mining and identity pursuing have become the curriculum kernels.

The virtual reality ontology and hyper-reality epistemology of cyberspace
Cyberspace ontology can be understood from the real(virtual) continuum of real reality, augmented reality, augmented virtuality and virtual reality. Virtual reality is the form of occurring not being, a metaphysical machine par excellence, and the embodiment of sensory immersion, mental experience and cultural imagination.
Cyberspace epistemology can be understood from the digital(virtual) continuum of constructive realism, radical constructivism and hyper-reality. Hyper-reality declares the death of reality and the birth of the infoledge.

The perceived space curriculum and the practice of spider webbing metaphor
The perceived space curriculum explores the prospect of virtual space. The implications of the curriculum practice of spider webbing metaphor include the following ways:
1 Learning fields are from actual classrooms to virtual spaces.
2 Interactions between teachers and students are from synchronous face-to-face presence to synchronous distance telepresence.
3 Teaching materials are from printing texts to digital texts.
4 Learning processes are from receiving expert knowledge to searching and choosing of information.

The conceived space curriculum and the practice of map mapping metaphor
The conceived space curriculum explores the flowing and disordering infoledge. The implications of infoledge include the following ways:
1 The status of knowledge is altered. Knowledge is translated into quantities of information and units of knowledge.
2 The use value of knowledge is translated into exchange value.
3 The production and representation relationship of knowledge is translated into consumption, commodity and individual relationship.
4 The passive pushing curriculum is translated into active pulling curriculum.
The implications of the curriculum practice of map mapping metaphor develop task-oriented, information-anchored, route-found and space-navigated curricula.

The lived space curriculum and the practice of boat exploring metaphor
The lived space curriculum explores the identity pursuing. The implications of the curriculum practice of boat exploring metaphor make identities multiple and dynamic.
1 Not only the oneness but also the difference.
2 Not only the being but also the becoming.
3 Not only the roots but also the routes.
Curriculum is translated into the nomadic processes of deterritorialization and reterritorialization, to display the identities of performance, resistance, consumption, projection, and community.

Cyberspace curriculum with properties of dispersion, reflexivity, connection, and floating is the postmodern matrix curriculum. Cyberspace transforms curriculum into the interdisciplinarity, body politics and life politics.


Key words: cyberspace, curriculum theory, space, infoledge, identity, dis/location

內容目次
第 一 章 尋找與發現一個有趣的起始點…..……………………………..……...1
第一節 資訊社會來臨與網路世代崛起………………………………………1
第二節 網路世代空間與課程再概念化………………………………………7
第三節 追尋與探問：研究目的與問題..……………………………………11
第四節 重要名詞釋義………..….…………………………………………...12
第五節 研究限制概述………..….…………………………………………...14

第 二 章 研究方法論….………….…….………….…….………………………15
第一節 課程定義與網際空間：虛擬、流動與動態………………………..15
第二節 課程理論探究的方法：要素、軸線與結構....……………………..20
第三節 課程理解的探究形式：文本、論述與理解.……..….......................24

第 三 章 時空轉型與課程新隱喻…………….…………………………………29
第一節 口語、印刷與電子媒介的時空形塑………………………………..31
第二節 時間、空間向度的轉型與課程探討………….…………………….38
第三節 散佈、流動與失序的後現代超空間………………………………..43
第四節 後現代網際空間的失位／定位關係…………………..……………48
第五節 失位／定位網際空間的課程新隱喻…………………..……………55

第 四 章 理解網際空間……………………………….…………………………67
第一節 網際空間的起源定義………………….…………………………….68
第二節 網際空間的空間意涵…………….………………………………….76
第三節 網際空間的本體理論………………………………………………..86
第四節 網際空間的知識理論………………………………………………..95

第 五 章 感知空間的失位／定位：虛擬空間的意象………….......................109
第一節 超越物理原子定律的數位位元空間………………………………110
第二節 抽象、匿名與象徵的失位虛擬空間…….………………………...117
第三節 投射、類比與界面的定位感知空間................................................131
第四節 「蜘蛛結網」隱喻的空間課程實踐................................................140


第 六 章 構想空間的失位／定位：流動訊識的探勘………………………...155
第一節 混亂、超載與內爆的失位認知空間………………………………156
第二節 訊識的載體：失位／定位的超文本………………………………166
第三節 錨定、尋路與導航的定位構想空間………………………………173
第四節 「地圖構圖」隱喻的訊識課程實踐………………………………182

第 七 章 生活空間的失位／定位：動態認同的追尋………………………...199
第一節 異質、邊緣與奇觀的失位再現空間………………………………201
第二節 化成、路徑與差異的動態認同進程………………………………212
第三節 流離、移置與遊牧的定位生活空間………………………………226
第四節 「行船探險」隱喻的認同課程實踐………………………………243

第 八 章 網際空間批判與課程定位………………………...…………………257
第一節 反思與批判後現代網際空間............................................................257
第二節 身體景觀與生活政治的課程............................................................264

第 九 章 結論與課程再概念化………………………………………………..279
第一節 結論：後現代網際空間課程理論....................................................279
第二節 後現代母體課程與課程再概念化....................................................285

參考文獻………………..…………………….……………………………………299

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