頁籤選單縮合
題名 | 教師的課程理解探究=The Inquiry about Teachers' Understanding |
---|---|
作者姓名(中文) | 陳美如; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷期 | 19:2 民95.09 |
頁次 | 頁55-81 |
分類號 | 521.7 |
關鍵詞 | 課程; 課程理解; 課程探究; Curriculum; Curriculum understanding; Curriculum inquiry; |
語文 | 中文(Chinese) |
中文摘要 | 本文從閱讀教師教學生活世界出發,瞭解教師課程理解的緣由及意涵,並探討教師課程理解的可能途徑及其理想。希望此指向自我學習、強烈的、自發的、真實的與有紀律的課程取徑,讓教師回歸學習的清貧、簡約,回到人與人的相互理解、真誠互動、回到人與環境的關係。重新去觀看,教師得以在不斷的課程理解中理解過去,面對現在,更等待未來,找到存在的可能。 |
英文摘要 | This article aims to explore the reasons, meanings, the possible ways and the ideal of teachers’ curriculum understanding based on their experiences as teachers in the real world. Through this self-learning, spontaneous, and authentic curriculum approach, we hope the teachers would turn back to the impoverished and simple learning and realize the significance of the mutual understanding and sincere interaction with persons and the environment. To this end, the teachers have to understand the past, face the present, wait for the future, and find their positions in the process of curriculum understanding. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。