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題 名 | 課程統整的立論與應用模式=Curriculum Integration: Theoretical Coherence and Applied Model Construction |
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作 者 | 高翠霞; | 書刊名 | 初等教育學刊 |
卷 期 | 8 2000.04[民89.04] |
頁 次 | 頁161-179 |
分類號 | 521.7 |
關鍵詞 | 課程; 課程統整; Curriculum; Curriculum integration; |
語 文 | 中文(Chinese) |
中文摘要 | 本文旨在討論「課程統整」(curriculum integration)的思考與立論依據;亦嘗試建構統整課程設計模式,期能對現階段強調學校本位課程發展之精神有所闡釋。文內首先對教育哲學上的兩歧論點─「分析型教育 ( atomistic Education )」與「統整型教育 ( holistic education )」─做描述與分析,依此兩歧的教育理念,檢視課程統整立意與精神。其次,探討和認知心理學關係密切的兩個重要論點─建構主義與多元智能─以此深究課程統整的立論基礎。第三,文中嘗試提出學校本位的統整課程發展模式,期能提供教育實務工作者從事課程規畫、設計的參考。此外,對於統整跨科課程的教學活動,是否即理想的教與學?本文最後亦提出一些想法。 |
英文摘要 | This essay aims to explore some critical issues of curriculum integration, and try to construct an applied model of integrated curriculum planning in school setting. Basically, there lies two different philosophical thinkings of education—atomistic and holistic. Thus, this paper discusses the diverse perspectives at the very beginning. Further, interpretations are made for rationale of curriculum integration from viewpoint of constructivism and theory of multi-intelligence. Finally, based on the idea of school-based curriculum development, an applied model for integrated curriculum planning is proposed. Presumably, curriculum integration is taken as an ideal strategy for student's learning. However, there are still questions remained to be answered. Is integration the ultimate goal that we intend to pursue? What could be the problems emerged between theory and practice? In the very ending, this paper picks out some critical issues concerning curriculum integration for those who will be interested in this field. |
本系統中英文摘要資訊取自各篇刊載內容。