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題 名 | 九年一貫課程綱要的社會學分析--世界體系制度主義的觀點=The Analysis of Grade 1-9 Curriculum Guidelines: A World-System Institutionalism Perspective |
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作 者 | 徐超聖; | 書刊名 | 國立臺北師範學院學報. 教育類 |
卷 期 | 17:1 2004.03[民93.03] |
頁 次 | 頁1-26 |
分類號 | 523.4 |
關鍵詞 | 九年一貫課程; 九年一貫課程綱要; 課程社會學; 世界體系制度主義; 世界體系; 世界性的國小課程; World-system institutionalism; World system; Sociology of curriculum; World primary curriculum; Grade 1-9 curriculum; Grade 1-9 curriculum guidelines; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要以John W. Meyer的「世界體系制度主義」(World-system Institutionalism)的課程社會學理論分析九年一貫課程綱要內涵,期能增加對九年一貫課程內涵的新理解。主要發現為:第一、九年一貫課程綱要研訂的源起,除因國內本身因素外(包括政治權力運作、出版業者利益及我們國家的社會變遷),另與先進國家的研究成果、人類文化發展及國民教育的本質也有關。第二、九年一貫課程的學習領域及其教學時數與「世界性的國小課程」頗相吻合。因而九年一貫課程是鑲嵌於整個世界體系的制度環境中,具有世界體系的制度主義的意涵,而能遵守整個世界的制度環境,將有利於我國未來的進步發展及邁向現代化與國際化。 |
英文摘要 | The purpose of this study is to do the analysis of Grade 1-9 Curriculum Guidelines –A World-System Institutionalism perspective. The major findings show Grade 1-9 Curriculum Guidelines is in the direction of world norms not only our own unique history or developmental requirements. The national elites define and develop this curricular policy by tending to draw from the best developed models they and their consultants can find. So the structure of the Grade 1-9 Curriculum is very similar to the “world primary curriculum” in terms of curricular categories and allocations of time to these categories. It means Grade 1-9 Curriculum is likely to be filtered through general worldwide conceptions or so-called world-system “institutional environments” so it is more reasonable to believe Grade 1-9 Curriculum's policy and discourse have a worldwide character and index the commitment of our country to modernization, social development and international participation. |
本系統中英文摘要資訊取自各篇刊載內容。