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題 名 | 學校本位課程評鑑--作為教師實踐知識的伸展臺=School-Based Curriculum Evaluation: A Platform for Teachers' Practical Knowledge |
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作 者 | 林佩璇; | 書刊名 | 國立臺北師範學院學報. 教育類 |
卷 期 | 18:1 2005.03[民94.03] |
頁 次 | 頁95-124 |
分類號 | 521.75 |
關鍵詞 | 學校本位課程評鑑; 教師實踐知識; 課程心象; School-based curriculum evaluation; Teachers' practical knowledge; Curriculum image; |
語 文 | 中文(Chinese) |
中文摘要 | 近年來課程改革強調課程不再只是固定的教科書,而是活化的內容。因此以學校為主體的評鑑— 學校本位課程評鑑,成了課程發展中一體兩面的必然機制。本研究旨在探討教師參與學校本位課程評鑑中,呈現那些實踐知識,基礎為何,如何建構這些知識以改進課程。研究採用自然典範的個案研究途徑,以北縣一所國小二年級教師為主要研究參與者,自九十一年九月至九十二年八月進行為期一年的實徵研究。研究發現教師實踐知識範圍廣泛,超越傳統教材教法的知識內涵;教師實踐知識建立在多元的基礎上以進行判斷;教師實踐知識的結構也反映課程改革的主張;潛在於實踐知識中,確有一些原則引導教師的課程行動。最後,研究者分別就教師、學校及外在環境支持、師資培育、課程發展和評鑑的意涵、及未來研究上分別提出一些啟示。 |
英文摘要 | This study aims to investigate how teachers utilize their practical knowledge in participating in school-based curriculum evaluation (SBCE). New curriculum policy emphasizes that curriculum should build on the needs of each particular school. To ensure curriculum quality, internal evaluation system, SBCE, has become one of the concerns in schools. This study is to explore several questions: If teachers exercise evaluation over curriculum development, how do they decide on elements to consider in SBCE? If it is the case that SBCE encourages teachers to act as curriculum researchers and innovators, what are the bases for formulating their strategies or making their judgment on the merit of curriculum? How do they decide on evaluation strategies to implement? To understand the particular details of a case and particular perspectives on SBCE, this study adopts a naturalistic case study with one- year engagement in research site in order to interpret teachers’ practical knowledge situated actions in SBCE. The methods of data gathering includes field observation, interview, meeting discussion and documentation. Several strategies are utilized in the research process, such as long-term participation, triangulation, peer checking, member checking, thick description, in order to ensure research trustworthiness. Based on the interpretation of field data, this study proposes several findings: teachers’ practical knowledge in SBCE is broader than it is in traditional instructional design and built on multiple bases for further judgment; the structure of teachers’ practical knowledge matches the rationales of new curriculum policy; it exists some principles to lead teachers’ curriculum practice. In the final section, it provides several implications to help educators understand the nature of, as well as teachers’ role in, SBCE, and attract more attention and stimulate more research on this topic. |
本系統中英文摘要資訊取自各篇刊載內容。