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| 題 名 | 從文化霸權與意識型態反思教育改革=To Rethink the Educational Reformation from the Viewpoint of Cultural Hegemony and Ideology |
|---|---|
| 作 者 | 莊淑琴; | 書刊名 | 初等教育學刊 |
| 卷 期 | 11 2002.04[民91.04] |
| 頁 次 | 頁295-318 |
| 分類號 | 526.1 |
| 關鍵詞 | 文化霸權; 意識型態; 學校本位課程; 教師角色; Hegemony; Ideology; Theories of cultural reproduction; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 教育長期受舊式課程的意識型態所箝制,學校成了社會功能再製的場所、教師成了霸權文化的再製者、課程也成傳遞霸權文化的工具,灌輸給學生統一的文化觀。 目前正面臨教育改革之際,九年一貫課程改革如火如荼的展開,隨著這一波教育的鬆綁,外在權威與霸權文化似乎瀕臨瓦解的邊緣,教師與學生不但抗拒霸權文化與意識型態的再複製,更應肩負起轉化課程、教學與社會結構的責任。 本文試圖從文化霸權與意識型態的觀點來反思此次的教育改革,首先,先探討文化霸權的意涵與相關的理論;接著,探討意識型態的觀點以更深入了解課程的運作;最後從三個向度來反思此次的教育改革,一是九年一貫課程;二是教師角色的轉化;三是以學生為主體的學習,期能藉此帶給大家另一個思考的空間。 |
| 英文摘要 | Education was pinned over a long period of time by dated ideologies of curriculum. Curriculum turned into an instrument of cultural hegemony. Therefore, the teachers and students should resist reproduce of cultural hegemony and ideology, to undertake the responsibility of transforming curriculum and instruction. The purpose of the article is to rethink the educational reformation from the viewpoint of cultural hegemony and ideology. First, the meanings and the related theories of cultural hegemony are discussed. Next, the ideologies of curriculum are explored. Finally, the educational reformation is rethought from the viewpoint of cultural hegemony and ideology. |
本系統中英文摘要資訊取自各篇刊載內容。