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題名 | 國民小學低年級生活課程相關理論之探究=An Investigation of Relative Theories of Life Curriculum of Elementary School |
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作者 | 王真麗; Wang, Cheng-li; |
期刊 | 屏東師院學報 |
出版日期 | 20030300 |
卷期 | 18(上) 民92.03 |
頁次 | 頁41-79 |
分類號 | 523.4 |
語文 | chi |
關鍵詞 | 課程理論; 生活課程; Curriculum theories; Life curriculum; |
中文摘要 | 我國在九十學年度開始實施的國民教育九年一貫課程,在國小低年級課程出現一個很大的變變,即是以「生活課程」融合社會、自然與科技、藝術與人文三大學習領域。究竟有何理論支持此課程改變?本研究之主要目的即在探究影響「生活課程」設置的相關理論,期望能由此瞭解實施「生活課程」之理論基礎。 本研究係採用文獻探討的方法,從哲學、心理學和社會學三方面進行相關理論之剖析探究。在哲學方面,有人文主義、經驗主義、個然主義、進步教育觀點、後現代思潮等理論;心理學方面,有兒童發展觀點、認知發展論、建構主義、有意義的學習理論、腦相容的學習理論、多元智能論等理論;社會學方面,在社會化和社會功能論觀點等相關理論。在了解影響「生活課程」的相關理論之際,吾等面應採宏觀的角度去探究各理論與「生活課程」間之複雜、多元、又統整的關係。 |
英文摘要 | The 9-yar Joint Curriculum for the citizen education was implemented in Taiwan since the year 2001. an obvious change was shoed that “life curriculum” would integrate three learning fields-social studies, science and technology, and arts and humanities-into one learning field for the first and second grade students. What kinds of theories supported the “life curriculum”? This question was answered from this study. The purpose of this study was to investigate relative theories of the “life curriculum” of elementary school literature review method was used to complete this study. From the point of view of philosophy, humanism, empiricism, naturalism, progressive education, and post-modern perspective were explored. From the points of view of psychology, child development theory, brain-computability learning theory, and multiple intelligences theory were dissected. And form the points of view of sociology, socialization and structural functionalism were examined. Besides knowing the intention of life curriculum, educators were expected to view these theories with wide viewpoints in order to understand the complex, multiple, and integrative relationships between the life curriculum and relative theories. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。