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題 名 | 析評美國華盛頓州中小學課程的標準化=An Inquiry into the Standard-Based Curriculum Reform of the Basic Education in Washington State |
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作 者 | 黃嘉雄; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷 期 | 18:2 民94.09 |
頁 次 | 頁25-53 |
分類號 | 523.4 |
關鍵詞 | 課程改革; 課程管理; 課程標準; 華盛頓州教育; Curriculum reform; Curriculum management; Curriculum standard and Washington State education; |
語 文 | 中文(Chinese) |
中文摘要 | 為提升學生成就,增進經濟競爭優勢,美國華盛頓州自1992 和1993 年教育改革法案以來,推動了中小學教育課程的標準化。除於1995 和1996 年頒布稱為基本學術學習要求(EALRs)的各科課程標準外,亦實施新的全州性學生學習成就評量、辦學績效評鑑、教師認證制度,並對各學區和學校提供各種經費補助、專業發展和技術協助方案,以落實課程標準。 本文對前述華盛頓州中小學課程標準化的改革緣起、核心理念與假設、課程標準內涵結構、課程管理措施加以分析、評論後,提出下述總結:其應可提升學生主要學科的學術成就,但將難以適應個別差異;課程結構較突顯人文理性主義意識型態,教育的工具主義色彩過於濃厚;雖重視校本管理,但因採新管理主義思維,學校和教師的專業自主範圍仍受限於執行之方法而非課程改革意圖。 |
英文摘要 | In order to promote the achievement of students’ learning, thereby to enhance the strength of economic competition in the changing world, Washington State has been toward a standard-based curriculum reform of the basic education since the state passed the education reform acts of 1992 and 1993. The states’ curriculum standard of basic education, named the Essential Academic Learning Requirements, was issued in 1995 and 1996. For the enactment of the curriculum standard, some new systems, such as a new assessment system of students achievement, a new accountability system of schools and a new certification system of teachers, have been established and implemented by the state. Besides, the state has developed and acted many kinds of programs to enhance the professional abilities of teachers and give the schools resources and technical assistance. In the article, the rise of the Washington State standard-based curriculum reform, the basic ideas and assumptions in it, the structure of the states’ curriculum standard and its curriculum management system are analyzed and criticized. The following conclusions are made. Firstly, the Washington State standard-based curriculum reform would promote the academic achievement of the students in main subjects. However, it’s difficult to meet the different needs of individual students. Secondly, the Washington State curriculum standard has an over emphasis on the curriculum ideology of Rational Humanism and has a deep instrumentalism in education. Finally, the professional autonomy of schools and teachers would be limited to the implementing methods, resulting from the adoption of the New Managerialism in Washington State, despite the States’ endorsement of the school-based management system. The limitation of the professional autonomy of schools and teachers does not fit into the intent of curriculum reform. |
本系統中英文摘要資訊取自各篇刊載內容。