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建構主義取向課程設計的評析

Critique to Construct(ion/iv)ism Approach of Curriculum Design

摘要


近年來,無論中央公佈的「國民小學課程標準」或民間發展的「教科用書幾乎都貼上「建構主義」的標袋。然而,對於建構主義的定義卻是十分紛歧。因此,本文即嘗試以文獻探討的方法,首先分析「建構主義」的主要流派,從中歸納出共通性概念及其對課程設計的意義;其次,探究建構主義取向課程設計的原則與現況;第三,針對建構主義取向課程的疑義或問題,加以討論;最後,則以建構主義在未來國小課程研發的展望做為結語。

並列摘要


Recently, government published curriculum standards and textbooks developed by publishers have all been stamped as constructivism. However, the definitions of constructivism are highly confused. Therefore, this paper tries to analyze the basic concepts of constructivism and its implications for curriculum design. First, major schools of constructivism are analyzed. Second, principles and practice of curriculum design are explored from the perspectives of constructivism. Third, the limitations of constructivism on curriculum design are discussed. Finally, a prospective development of curriculum research and design are assessed from a constructive approach.

被引用紀錄


陳淑青(2005)。高職商管群教師對課程統整看法之研究〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://doi.org/10.6841/NTUT.2005.00120
蔡元胤(2012)。國中二年級學生對於幾何問題迷思之探討〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201200143
溫淑雯(2011)。建構取向教學對國中輕度智能障礙學生數學學習成效之研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840/cycu201100990
呂淑媛(2013)。模糊德菲法與層級分析法在國中資優生 研究作品評量指標建構之應用〔博士論文,國立高雄師範大學〕。華藝線上圖書館。https://doi.org/10.6817/NKNU.2013.00028
尹翔(2020)。大學生於科普探究式學習中運用自行創作資訊圖表之接受程度研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/NTNU202001349

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