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題 名 | 九年一貫課程政策理念與實踐之探究--社會重建的觀點=The Research of Concepts and Practices of the Grade 1-9 Curriculum Policy--The Viewpoint of Social Reconstruction |
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作 者 | 彭富源; 張素貞; | 書刊名 | 臺北市立教育大學學報. 教育類 |
卷 期 | 36:2 民94.11 |
頁 次 | 頁93-112 |
分類號 | 523.4 |
關鍵詞 | 課程政策; 九年一貫課程; 社會重建; Curriculum policy; Grade 1-9 curriculum; Social reconstruction; |
語 文 | 中文(Chinese) |
中文摘要 | 本文目的在以社會重建課程觀詮析九年一貫課程的理念,並探究新課程實踐情形,以及前瞻其未來發展。從社會重建觀點而言,九年一貫課程改革政策制定之參與者,相當符應社會重建精神。經檢視九年一貫課程綱要內涵,發現社會重建的課程取向尚能獲得關注,但較傾向「改善」的觀點,而非「改造」。至於執行此政策理念的做法,主要靠「學校本位課程發展」的運作,然而,新課程政策的實施亦遭致不少批評,本文試圖討論雙方說法,並尋求平衡點。 本文最後提出理論與實踐的關係、改革機制、課程政策設計、課程政策執行、課程政策評鑑五個面向,是未來持續努力的方向。 |
英文摘要 | The purpose of this paper is to probe the basic idea, implementation and future of the Grade 1-9 Curriculum policy from the viewpoint of social reconstruction. The conclusions are as follows: First, at that time the participants’ actions in curriculum design closely meet the social reconstruction. After the analysis of the Grade 1-9 Curriculum Guidelines, it seems that the competence criteria speak of social reconstruction, but they are actually for improvement, not for transformation. Moreover, the practice of the social elements in the Grade 1-9 Curriculum mainly depends on school-based curriculum development. On the other hand, there were many criticisms of the new curriculum policy. This study tried to find a balance. At the end, the authors of this paper propose five suggestions to improve the curriculum policy. |
本系統中英文摘要資訊取自各篇刊載內容。