她，從評鑑走來：從教師的“存”“在”再思課程評鑑

She Goes through Course Evaluations: Re-thinking Course Evaluation through the Teachers' "Being"

陳美如(Mei-Ju Chen)

《應用心理研究》 33期 (2007/03) Pp. 199-230

摘要

本文係作者在近五年的課程評鑑研究中，從課程評鑑的探究者角色，試圖與課程評鑑拉開一個距離，並從教師在學校內實踐課程評鑑過程中的轉變與心路歷程，重新觀看課程評鑑。研究發現，人如何「存在」，及其存在背後的想法，才是人們面對許多改變的核心。作者認為不同位置的人應該回到對自己的經營，給自己更大的思考與成長的空間，同時也給別人更大的空間。如此，具建設性的理解與對話才可能展開。

關鍵字

課程評鑑 ； 教師成長 ； 存在

並列摘要

This paper is the result of the researcher's five-year study on course evaluation. The author tries to distance herself by observing the experiences and changes of other teachers objectively in order to re-evaluate the meaning of conducting course evaluations. This research finds that ”the manner of being” and ”the thoughts concealed behind” are the core principles to determine the attitudes of people when they face changes. The author suggests that people in different positions should manage to make personal development in order to allow themselves greater scope for growth; and by doing so, creating more space for others. Consequently, constructive and plausible dialogues can be unfolded.

並列關鍵字

course evaluation ； teacher development ； being

參考文獻

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Sarason, S. B.(2002).Educational reform, a self-scrutinizing memoir.New York:Teacher College, Columbia University.

何乏筆(2004)。絕望與激昂之間：阿多諾哲學的當代啟示。當代月刊。198，25-45。

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