頁籤選單縮合
題名 | 教師身分認同與課程改革:後殖民論述的探討=The Teachers' Identity and Curriculum Reform: Postcolonial Perspective |
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作者 | 范信賢; Fan, Hsin-hsien; |
期刊 | 國教學報 |
出版日期 | 20000700 |
卷期 | 12 2000.07[民89.07] |
頁次 | 頁275-287 |
分類號 | 521.7 |
語文 | chi |
關鍵詞 | 身分認同; 教師文化; 課程改革; 後殖民論述; Identity; Teachers' culture; Curriculum reform; Postcolonial discourse; |
中文摘要 | 課程改革和教師的身分認同之間有著衝突、對立或相輔相成的辯證的關係。關於身分認同和文化的議題,後殖民論述曾進行深刻的討論。本文即以後殖民論述的觀點,理解教育鬆綁後及九年一貫課程下,台灣中小學教師身分認同的處境,並探討教師身分認同與專業文化的建構方向。 |
英文摘要 | Between curriculum reform and teachers' identity, there is a dialectic relationship built by its contrast and collaboration. Issues of teachers' identity and culture have been creating discourse with postcolonial perspective. With postcolonial perspective, this study attempts to explore the situation of elementary and middle school teachers' identity after educational deregulation in Taiwan as well as the trend of teachers' identity and professional culture. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。