H. Taba課程發展理論探究

本文旨在透過文獻分析探究Taba的課程發展理論。Taba本係留學生，因嚮往美國民主與進步主義教育理念，選擇留在美國發展。Taba以研究進步主義教育方法論起家，生涯發展卻與課程發展結下不解之緣。在實務工作與理論思索交互辯證影響下，Taba最終提出與泰勒原理（Tyler rationale）齊名的塔巴模式（Taba model）。塔巴模式認為課程發展需經歷需求診斷、形成目標、內容選擇、內容組織、學習經驗選擇、學習經驗組織，評鑑等程序。塔巴模式與科學化課程編製、泰勒原理皆認為課程發展是理性且科學化的過程，但其間仍有不同之處。解析其間的不同，亦可進一步瞭解塔巴課程發展理論的特性。

關鍵字

泰勒原理；塔巴；塔巴模式；課程史；課程發展

並列摘要

This article explores H. Taba's curriculum development theory through document analysis. Originally a foreign student in the United States, Taba chose to stay in the country because she yearned for American democracy and progressive education. Taba launched her academic career by studying the methodology of progressive education, but her career development was inextricably linked with curriculum development endeavor. Under the dialectical influence of practical work and theoretical thinking, she finally proposed the Taba model, which is as famous as Tyler rationale. In her model, Taba claimed that curriculum development process could be divided into seven steps: needs diagnosis, goals formation, content selection, content organization, learning experience selection, learning experience organization, evaluation. Taba model, scientific curriculum making, and Tyler rationale all assumed that curriculum development is a rational and scientific process, but there are still differences between them. Understanding these differences is helpful for understanding Taba's curriculum development theory.

並列關鍵字

Tyler rationale ； Taba ； Taba model ； curriculum history ； curriculum development

參考文獻

鍾鴻銘（2019）。W. W. Charters課程理論探究：兼論Charters與Bobbitt課程理論的異同。課程與教學季刊，22（3），99-122。https://doi.org/10.6384/CIQ.201907_22(3).0005 [Jong, H.-M. (2019). Research on W. W. Charters’ curriculum theory: Comparing the similarities and differences between Charters and Bobbitt’s curriculum theory. Curriculum & Instruction Quarterly, 22(3), 99-122. https://doi.org/10.6384/CIQ.201907_22(3).0005]

Bullough, R. V., Jr., & Kridel, C. (2003). Workshops, in-service teacher education, and the eight-year study. Teaching and Teacher Education, 19, 665-679. https://doi.org/10.1016/j.tate.2002.11.001

Taba, H., & Wilson, H. E. (1946). Intergroup education through the school curriculum. The Annals of the American Academy of Political and Social Science, 244, 19-25. https://doi.org/10.1177/0027162424400104

Watras, J. (2006). The eight-year study: From evaluative research to demonstration project, 1930-1940. Education Policy Analysis Archives, 14(21), 1-20. https://doi.org/10.14507/epaa.v14n21.2006

Wraga, W. G. (2017). Understanding the Tyler rationale: Basic principles of curriculum and instruction in historical context. Espacio, Tiempo y Educación, 4(2), 227-252. https://doi.org/10.14516/ete.156

國際替代計量

H. Taba課程發展理論探究

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