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題 名 | 課程與教學決定歷程中的要素分析=Decision Making of Curriculum Development and Instruction Design |
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作 者 | 徐世瑜; | 書刊名 | 課程與教學 |
卷 期 | 1:4 1998.10[民87.10] |
頁 次 | 頁1-12+33 |
專 輯 | 課程與教學決定 |
分類號 | 521.7、521.7 |
關鍵詞 | 教學設計; 課程發展; Curriculum development; Instruction design; |
語 文 | 中文(Chinese) |
中文摘要 | 課程與教學的決定是一個多樣化且專業化的過程,作者將這一個複雜的決定歷程 ,概分為「形而下」與「形而上」的兩個層面。本文的重點即在闡述這兩個層面在課程與教 學的決定歷程中所扮演的角色。「形而下」的層面以實務經驗為依據,所做的決定直接影響 教師在課堂上所從事的教學活動,其包含的要素為教學目標、課程內容、教學方法、及教學 評量;「形而上」的層面以哲理概念為依據,所做的決定間接影響教師的教學活動,其包含 的要素為教育目標、學生、社會、學科、及教育理念。本文最後指出,教育工作者惟有對課 程與教學決定的兩個層面又著整體認知,同時兼顧每一個要素的重要性,並明瞭自己所持的 教育理念,才能讓教育發揮最大的效果。 |
英文摘要 | Decision making of curriculum development and instruction design includes two essential realms: empirical and rational. The purpose of this paper is to discuss each of the two realms in detail. The empirical realm involves the practical methods employed within schools or classrooms, while the rational realm involves the theoretical underpinnings of education. In the empirical realm, teachers constantly make decisions about educational objectives, learning contents, teaching methods, and assessment procedures. On the other hand, the concern of rational realm is with the principles governing education. To determine the aim of educators must look to three interdependent elements: students, society, and subjects. Moreover, decisions about curriculum and instruction are regulated by educational philosophy. In conclusion, it is argued that, in order to provide a better education for students, educators need to be aware of their own educational philosophy as well as the dynamics of the empirical and rational realms that occur on the decisionmaking process. |
本系統中英文摘要資訊取自各篇刊載內容。