教師的課程知識內涵及其對師資教育的意義

The Content of Teachers' Curriculum Knowledge and the Implications on Teacher Education

周淑卿(Shu-Ching Chou.K)

《課程與教學》 7卷3期 (2004/07) Pp. 131-144

https://doi.org/10.6384/CIQ.200407.0131

摘要

課程設計原為教師專業工作的一部份，然而在我國，卻是因課程政策的要求而使課程設計成為教師的工作內容，而課程知識也因此成為教學知識之外須被重視的一環。教學工作主要是面對學生，安排其學習經驗，其中自然包含了「教什麼」與「如何教」的問題，所以在教師課程知識中有關目的與內容的部份，自然與教學知識有所疊合。本文由「教師知識」與課程理論內涵之文獻進行分析，歸納教師課程知識應涵蓋如下：1.目標與內容的知識－有關教育目標與價值的哲學、教師本身及學生的特質與需求、社會與教育的環境脈絡、學科材料知識、教學內容知識／教材教法知識2.方法與過程的知識－學習經驗的選擇、學習經驗的組織、課程的實施、課程評鑑這些課程知識既可由理論亦可由實務中獲得；既應在職前教育中儲備，亦應於任職階段繼續充實。在師資教育上應避免落入技術的知識觀，而應協助教師在行動中建構課程知識。

關鍵字

教師知識 ； 課程知識 ； 教師專業

並列摘要

Curriculum design becomes one of teachers' professional works because of the decentralization of curriculum decision; therefore, teachers' curriculum knowledge is emphasized in addition to teaching knowledge. Teaching involves the interaction between teacher and students, and the arrangement of learning experiences, so that it involves ”what to teach” and ”how to teach”. It is reasonable that curriculum knowledge and teaching knowledge are overlap on goals and content of education. Based on the literature about teacher knowledge and curriculum theory, this article raises the content of teachers' curriculum knowledge as the follows. Knowledge about goals and content-philosophy of educational aims and values, characters of teachers and students, context of society and education, subject matter and pedagogical content knowledge. Knowledge about method and process-selection and organization of learning experiences, curriculum implementation and curriculum evaluation. The knowledge may come from theory or practice, and enriched in teacher career. However, teacher education ought to be out of technological epistemology, but support teachers to construct their knowledge in practical action.

並列關鍵字

Tteacher Knowledge ； Curriculum Knowledge ； Teacher Profession

參考文獻

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Ben-Peretz, M.(1984).Advances in Teacher Education.

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