頁籤選單縮合
題 名 | 九年一貫課程實施的理想與實際--國小教師知覺的觀點=The Discrepancies between Ideal and Reality: Interview Study of the Elementary School Teachers' Perceived Curriculum for Nine-Year Integrated Curriculum |
---|---|
作 者 | 何俊青; | 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79-109 |
分類號 | 523.4 |
關鍵詞 | 九年一貫課程; 國民小學; 教師知覺課程; Elementary school; Nine-year integrated curriculum; Teachers' perceived curriculum; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討自九十一學年度至今參與九年一貫課程試辦國小教師的知覺課程,研究方法採深度訪談,訪談期間於民國九十一年七月起至九十二年六月止,針對台灣地區九年一貫課程試辦國小教師一百零四位進行訪談。 本研究檢視理想課程、正式課程與教師知覺課程之差異,主要發現: 一、各校學校本位課程的發展,運作係結合現有體制,缺乏理論支持。 二、課程設計還是採「由上到下」的模式。 三、「願景」、「SWOT分析」與「理想兒童圖像」抄襲複製嚴重。 四、願景與課程設計無關。 五、為統整而統整的課程,實質上是分科課程。 六、教師還是依賴教科書。 七、基本能力評量不易。 八、轉學生的課程銜接問題目前可能無解。 九、目前實施協同教學限制不小。 十、彈性時間大多實施補救教學。 雖然許多教師肯定九年一貫課程的立意不錯,但簡單評估理想課程、正式課程與知覺課程的差距,發現相去甚遠。 除結果外,研究者並不提出建議,而是擔憂形式主義的盛行,以及我國教育未來的走向。 |
英文摘要 | The main objectives of this study are to survey elementary school teachers’ perception, interpretation and belief toward 9-year integrated curriculum after the past two schools years. Methodologies are applied in my research, based on the annotation research scheme, mainly by “Interview” approach. The tool is a listed set of outlines for interview that the researcher edited Time slot for interviewing is from July in 2002 to May in 2003. The researcher has visited and talked to 104 teachers of elementary schools at the northern part of Taiwan. The conclusions of this study are listed below: 1. The development of School-Based Curriculum links up with present school administrative system, but lacks a theory to support it. 2. Curriculum designs are still selected and adopted by ”Top-down” model. 3. Many schools adopt coping strategies to establish their own “Vision”, “SWOT Model”, and “Ideal Children Picture”. 4. Visions established by principals, however, have no relationship with curriculum designs. 5. Integrated curriculum does not work out as its original target. 6. Many teachers still rely on textbooks and are not fully capable of developing appropriate skills for designing the curriculum. 7. It is difficult to ensure the students’ basic abilities through such a curriculum design. 8. The problems of curriculum connection about transfer students are still lack appropriate solutions. 9. Team teaching appears hard to adopt in nowadays school circumstances. 10. Flexible curriculums mostly do remedial teaching. Although many teachers appreciate the innovation of 9-year integrated curriculum, their perceptions reveal that the discrepancies between the ideal curriculum, official curriculum, and the perceived curriculum are significant. Aside from the above results, the researcher doesn't provide any recommendations, but worry “Vulgar formalism” to prevail and our education to lose orientation. |
本系統中英文摘要資訊取自各篇刊載內容。