臺北市萬華社區大學融入式課程實踐歷程之研究（2008-2012）

A Study on Practical Process of Infusion Curriculum at Wan-Hua Community College of Taipei City (2008-2012)

徐敏雄(Min-Hsiung Hsu)

《教育研究與發展期刊》 11卷2期 (2015/06) Pp. 93-120

https://doi.org/10.3966/181665042015061102004

摘要

本研究採個案研究法，目的在分析2008至2012年臺北市萬華社區大學推動融入式課程過程中，採行之運作機制、課程型態與融入策略，及課程推動對師生產生的影響，並提出建議。研究發現，萬華社區大學從2008年起便透過具體化、建構與反思等融入策略，以及單科附加單元和多學科附加單元的課程型態在推動融入式課程。參與過程中，師生們從切身經驗與議題出發，開始學習檢視自身價值框架與成長經驗的合理性，及其與社會實體的關聯性，並對自身生活方式及所屬社區發展提出建言，進而實踐社大知識解放辦學理想。

關鍵字

社區大學 ； 知識解放 ； 融入式課程

並列摘要

This research, by the case study method, investigated practices, operating system, strategies, styles of curriculum infusion, and their impact on students and teachers at Wan-Hua Community College in Taipei City from 2008 to 2012. The research finds out that through different infusion strategies and curriculum styles, teachers and students started to become conscious of experiences and issues that are relevant to them. They reflected upon the rationalities of their individual value frameworks, their growth experiences in this regard, and explored the relationships between the social realities and themselves. Furthermore, they were given various opportunities to put forward suggestions that are crucial to improve their own lifestyles and the local community development. All of these curriculum infusion practices and programs contributed to the community college's mission to liberate knowledge.

並列關鍵字

community college ； knowledge liberation ； infusion curriculum

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