課程與教學決定歷程中的要素分析

Decision Making of Curriculum Development and Instruction Design

徐世瑜(Shih-Yu Hsu)

《課程與教學》 1卷4期 (1998/10) Pp. 1-12+133

https://doi.org/10.6384/CIQ.199810.0001

摘要

課程與教學的決定是一個多樣化且尋常化的過程，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有著整體的認知，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。

關鍵字

教學設計 ； 課程發展

並列摘要

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 the rational realm is with the principles governing education. To determine the aim of education, 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 decision-making process.

並列關鍵字

Curriculum Development ； Instruction Design