Reflections on the Recent Innovation of the National Curriculum in England

Richard Aldrich

《中正教育研究》 1卷1期 (2002/04) Pp. 65-89

https://doi.org/10.6357/CCES.200304.0065

摘要

本篇論文分成八部分：一開始的序言就清楚描述出何謂「全國化課程」及其理論與方法上的架構；其次，提出一些有關此議題的省思；接下來的幾部份就仔細探討教育與地方之間關係改變的相關論點；最後，檢視自二○○○年以來實施的課程修正以及未來二十一世紀可能的課程發展方向。

並列摘要

This paper is divided into eight sections. The first, entitled ”Starting points,” provides a brief description of the National Curriculum and an identification of frames of reference, both methodological and theoretical. Succeeding sections provide a variety of reflections. The first of these considers the extent to which the National Curriculum was a genuine innovation; the second explores the main arguments for and against national curricula in general and this curriculum in particular. The next section revisits these arguments in the aftermath of the National Curriculum. Two sections explore more fundamental issues. The first places the National Curriculum in the context of the changing relationship between education and the state. The second develops this theme with particular reference to the establishment in 1995 of the Department for Education and Employment (DfEE) and an increasing concern with vocational education. Curriculum revisions from the year 2000 are reviewed. Finally, some overall conclusions are drawn which look forward to possible curricular developments in the twenty-first century.

參考文獻

放榜季節將到，私校憂學生不來註冊

王平(2003)。論大學的人文意蘊。上海交通大學學報（哲學社會科學版）。11(6)，53-56。

國政評論

協助研究能量提升委員會設置辦法

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