教師作為課程評鑑者：從理念到實踐

Teachers as Curriculum Evaluators: From Theory to Practice

陳美如(Mei-Ju Chen)

《課程與教學》 4卷4期 (2001/10) Pp. 93-111+170

https://doi.org/10.6384/CIQ.200110.0093

摘要

任何教育改革，教師是最主要的力量，當教師願意進行改革，對自己的教學行動進行反省時，改革的行動才會永續。是故，「教師即課程評鑑者」的理念與作法，將有助於長期進行課程改革，也唯有當課程評鑑成為教師教學生活中的一環時，透過評鑑促發改進的動力才能源源不絕，課程改革之路方能長久。本研究探究教師作為課程評鑑者的理念與實踐，首先說明教師要從事課程評鑑的理由；次之探究課程評鑑的意涵以掌握其本質；又次，分析教師作為課程評鑑者應有的態度與思考，並描繪教師從事課程評鑑的範圍；最後提出可行途徑，期望藉由教師從事課程評鑑之理念到實踐的探索，開啟教師作為課程評鑑的主體，透過評鑑促發課程發展與改進之路。

關鍵字

課程評鑑 ； 課程改革 ； 教師專業成長

並列摘要

After teachers become curriculum developers, they need to be self-reflective and try to learn how to progress through self-reflection. Curriculum evaluation is an important mechanism in assisting teachers in collecting information, understanding problems, planning strategies, and improving curriculum. Therefore, the concept and practices of ”teachers as curriculum evaluators” are useful in promoting ongoing curriculum reform. Only when curriculum evaluation becomes a part of teachers' teaching career, then the motivation power generated by evaluation will become long-lasting to give continuous impetus to curriculum reform.This research inquires the concepts and practices of teachers as curriculum evaluators. Firstly, it discusses the reasons for teachers as curriculum evaluators. Secondly, it analyzes the attitude and thinking for teachers as curriculum evaluators. Thirdly, it describes the scope of curriculum evaluators. Finally, it provides some specific suggestions about how to carry out curriculum evaluation for current and future teachers.

並列關鍵字

curriculum evaluation ； curriculum reform ； teacher professional development

參考文獻

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