課程行動研究與教師專業成長

Curriculum Action Research and Teachers' Professional Growth

陳春秀(Chun-Hsiu Chen)

《課程與教學》 5卷4期 (2002/10) Pp. 37-56+163

https://doi.org/10.6384/CIQ.200210.0037

摘要

為探究課程行動研究對教師專業成長的正面意義，本研究乃由研究者自身出發，邀約一名行動夥伴（橘老師）的參與，於樂樂國小（化名）進行為期十三個月的課程行動研究實際歷程。透過課程行動研究的「對話、反省、行動、實際、批判、解放」等實踐概念，雙方均獲致不同程度之轉變與成長，包括「課程觀」的改變、「行動研究觀」的改變以及建構「個人實際理論」的機會。

關鍵字

課程行動研究 ； 課程即產品 ； 課程即實際 ； 課程即實踐

並列摘要

The purpose of this study is to inquire the significance of curriculum action research to teachers' professional growth. The researcher studied a regular teacher over a thirteen month period, in the service of Le Le Primary School (alias) in Taipei county. From the praxis concept in the curriculum action research, teachers obtain the change in ”perspective on curriculum”, the change in ”perspective on action research” and the opportunity for establishing ”personal practical theory”.

並列關鍵字

curriculum action research ； curriculum as product ； curriculum as practice ； curriculum as praxis

參考文獻

Beane, J. A.(1997).Curriculum integration: Designing the core of democratic education.New York, NY:Teachers Colleges, Columbia University.

Carr, W.,Kemmis, S.(1986).Becoming Critical: Knowing through Action Research.Barcombe:Falmer Press/ Deakin University.

Giroux, H. A.(1980).The Hidden Curriculum and Moral Education - Deception or Discovery?.Berkeley, Calif.:McCutchan Pub. Corp..

Grundy, S.(1987).Curriculum: products or praxis.London, New York ＆ Philadelphia:The Falmer Press.

Kemmis, S.,McTaggart, R.(1988).The action research planner.Victoria:Deakin University.