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題名 | 九年一貫課程的典範分析與實踐檢討=The Analysis and Reflection of Nine-Year-Go-Through Curriculum: Its Paradigm and Practice |
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作者 | 溫明麗; Wen, Sophia Ming Lee; |
期刊 | 教育資料與研究 |
出版日期 | 20060400 |
卷期 | 69 民95.04 |
頁次 | 頁227-248 |
分類號 | 523.4 |
語文 | chi |
關鍵詞 | 九年一貫課程; 典範; 迷思概念; Nine-year-go-through curriculum; educational paradigm; Misconception; |
中文摘要 | 本文主要透過分析、詮釋和批判的方法,藉著「典範」之概念釐清九年一貫課程之本質對已經實施之教育政策所遇到的瓶頸,提出個人從學理上以及實際訪談上所發覺和思索獲得之淺見,為九年一貫課程之落實盡一份教育工作者的使命,以主動的參與化解冷漠的抗拒,期能拋磚玉,引發有志於教育工作者的迴響。九年一貫課程之典範可以以「分析-實證典範」、「詮釋-建構典範」「解放-批判典範」、和「辯證-重建典範」四大典範釐清其內涵。在此四個典範中,本文將九年一貫課程之相關理念和十大基本能力均依照各典範之特質,先一一加以歸類,再輔以實地訪談的訊息,以四大典範為據,學校實施九年一貫課程所遭遇的頸,並試著提出解決之道。據研究結果發,學校現場在實施九年一貫課程時所遇到的問包括理念的迷思以及運作的困境,解決上述問題的方法很多,尚難以耙梳出具普遍性的解決方略,因此,只針對個人從文獻和實施訪談中之所見、所思,論述批判性思考具有釐清迷思概念,化解實踐困境之功,並以之就教於方家。 |
英文摘要 | The author tries to clarify the nature and its issues of the Nine-Year-go-through Curriculum implemented in Taiwan through the analysis of paradigms. First, the author divides this curriculum system into four kinds of paradigms. They are analytic-empirical, constructivist-hermeneutic, crituical-emancipatory, and reconstructive-dialectic paragons. In the essence of these paradigms, this article claims that the Nine-Year-go-through Curriculum involves into these four paradigms revealing form the nature of this curriculum. Second, according to the research results of ethnography, this article confirms that teachers must have grasp the nature and key concepts of this curriculum clearly and confidently so that a successful curriculum reform might be achieved. Finally, critical thinking teaching and learning has been justified indispensable for maintaining educational aims to enlighten student’s intrinsic mind and to avoid education from indoctrination. In a word, critical thinking and caring abilities and dispositions are invaluable to teachers and students and education professionals in teaching and learning effectively and pursuing for excellence, in terms of good life. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。