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題 名 | 第七冊「道德」實驗課程發展過程中之詮釋內容架構分析=An Analysis of the Interpretation of the Moral Content Framework in Morality Curriculum Development |
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作 者 | 王前龍; | 書刊名 | 國教學報 |
卷 期 | 8 1996.11[民85.11] |
頁 次 | 頁1-29 |
分類號 | 523.45 |
關鍵詞 | 國民小學; 課程標準; 道德與健康科; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採用參與觀察、訪談、文件分析等方法,分析臺灣省國民學校教師研習會「道德課程小組」發展第七冊「道德」實驗課程的過程中,詮釋課程標準「道德內容架構」的課程決定之歷程與內涵。 本研究發現:內容架構的詮釋首先由編輯小組決定其中的「核心概念」,定義「內容細目」間的關係,並透過課程會議的團體建構與協商而決定單元的道德內涵;但由於「道德內容架構」的合理性不足,引發種種爭議,諸如「德目」與「內容細目」究竟何者為單元內容的主體? 「內容細目」的相對地位為何?時有爭議。 本研究建議:歸納相關問題,並進行道德課程內涵的基礎研究,作為修訂課程標準的依據;另外,應對詮釋結果進行反省批判,加強課程內涵的深度,並彈性統整不同德目間的內涵。 |
英文摘要 | The purpose of the study is to analysis the curriculum decision -making in the process of interpreting the "moral content framework" in Morality Curriculum development at Taiwan Provincial Institute for Elementary School Teachers Inservice Education. The methods of the study include participant observation, interview, and document analysis. The study finds that, in the process of the interpretation, the editor team of IEST first choose the "core concept" of content framework, and define the relationship between "virtues" and different "content specific items". Secondly, the formal decision was made through the process of the curriculum committee's co-interpretation and negotiation. However, the lack of rationality of the "moral content framework" leads to many controversies. For example, which one is the principal part of instructional units between "virtues" and "content specific items"? And what's the relative status of these "content specific items"? The study suggests that the morality curriculum team should induce the controversies, and proceed some basic researches about the content of Morality Curriculum to be the foundation of the revise of the curriculum standard. Secondly, the curriculum team should critically reflects the interpretation to enhance the accuracy of curriculum content, and flexibly integrates "content specific items" between different "virtues". |
本系統中英文摘要資訊取自各篇刊載內容。