建構主義取向的課程設計

Constructivism Approach to Curriculum Design

蔡清田(Ching-Tien Tsai)

《課程與教學》 1卷3期 (1998/07) Pp. 15-30+134

https://doi.org/10.6384/CIQ.199807.0015

摘要

本文乃針對目前受到重視的「建構主義」理論取向之課程設計加以闡述，並探討其在人文社會科學課程領域的應用。首先，就其「課程立場」、「教育慎思過程」與「課程設計方法」加以分析，闡明「建構主義」的課程意義觀點與教育目的的「課程立場」，說明學習方法、教學方法與教育目的之間彼此互動的「教育慎思過程」並以人文社會科學領域的課程設計實例，說明其「課程設計方法」，進行討論評析。最後，指出此種取向的課程設計，可能偏重個人知識建構，輕視學術社群共識;偏重具體經驗之直接參與，輕視非具體經驗的可能貢獻;偏重課程設計所預懸之價值，忽略課程設計者意識型態之批判。

關鍵字

人文社會學科課程 ； 建構主義 ； 課程設計 ； 課程理論 ； 課程意識型態

並列摘要

This paper is to explain the Constructivism approach to curriculum design, in particular, in the field of the Humanities and Social Science curriculum.The author tries to analyze the curriculum platform, educational deliberation, and methods of curriculum design. In particular, the author outlines the meaning of curriculum and educational aims as the curriculum platform; interaction among educational aims, learning method and teaching method as educational deliberation; two examples of curriculum projects to illustrate methods of curriculum design. Finally, the author makes some critical observations on curricular ideology regarding Constuctivism, i.e. the preference to individual construction rather than the consensus from the scholar community, the preference to direct experience rather than indirect experience, preference to take ideology of the curriculum designers as granted rather than to criticize it.

並列關鍵字

Constructivism ； Curriculum Design ； Curriculum Ideology ； Curriculum Theory ； The Humanities and Social Science Curriculum