Drake課程統整思想之研究

張馨方(Hsin-Fang Chang)

指導教授 ： 林永豐

國立中正大學/教育學院/教育學研究所/碩士(2011年)

摘要

本研究探討Drake課程統整理論，採文獻分析法與理論分析法，蒐集Drake相關著作、詳讀文獻並整理成文。研究之重要結果如下：
一、探討加拿大安大略省統整課程之發展及加拿大安大略省統整課程與Drake
課程統整理論之關係。Drake統整課程之理論基礎包括：建構主義、腦
相容學習理論、多元智力理論、學生中心的教育哲學觀、質化評量、後向設計。
二、探討Drake課程統整理論之定義、多學科課程統整模式、科際整合課程統整
模式、超學科課程統整模式，多學科模式、科際整合模式、超學科模式之關
係與差異以及探究標準本位統整課程設計。
三、綜合分析Drake課程統整理論，發現其特色如下：
1. 「重要理念」、「重要理解」可視為統整的工具。
2. 用故事方式進行學習：重視學生興趣與專長。
3. 問題本位之學習。
4. 從多學科、科際整合、邁向超學科的進一步統整。
5. 發展以課程目標、基本能力及能力指標(標準)為本的統整課程。
6. 建立教學、學習、評量的一致性觀念。
最後，本研究對Drake課程統整理論進行批評，進一步提出對國內十二年一貫課程統整設計與發展之啟示與對教師、學校、未來研究者提出具體之建議。

關鍵字：統整課程、課程統整理論、統整課程設計

關鍵字

統整課程

並列摘要

This study focuses on exploring Susan M.Drake’s theory of curriculum integration.This study used literature-analysis method and theory- analysis method to collect Drake’s relevant books,read the literature and organize written.This study’s main findings are as follows:
1.this study explored Canada Ontario integrated curriculum’s development and the relationship between Canada Ontario integrated curriculum and Drake’s theory of curriculum integration.Drake’s integrated curriculum is based on these theory includes constructivism,brain-compatible learning theory,multiple intelligence theory,student-centered educational philosophy,qualitative assessment and backward design.
2. this study explored the definition of Drake’s curriculum integration theory,multidisciplinary curriculum model,interdisciplinary curriculum model,transdisciplinary curriculum model,the relationship and differences between multidisciplinary model,interdisciplinary modeland transdisciplinary model.Moreover,this study explored the design
of standards-based integrated curriculum.
3.A comprehensive analysis of Drake’s curriculum integration theory was found that the characteristics as follows:
(1)Big Ideas and Big Uderstandings can be seen as integration tools.
(2)Way of learning with the story:pay attention to student interests and
expertise.
(3)Problem-based learning.
(4)From a multidisciplinary,interdisciplinary,towards integration over
disciplines.
(5)Development of curriculum objectives,basic skills and capacity
indicators(standard)-based integrated curriculum.
(6)Establishment of aligning teaching ,learning and assessment.
Finally,this study pointed out criticism of Drake’s curriculum integration theory.It referred to the revelation of domestic Grade 1-12 Curriculum’s design and development.Moreover,It made concrete suggestions to the teachers,the shools and the future researches.

Keyword: integrated curriculum,curriculum integration theory,
integrated curriculum design

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