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新世紀課程改革的挑戰與課程實踐理論的重建

Challenges of Curriculum Reform and the Reconstruction of Practical Theories for Curriculum Praxis for the 21st Century

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Abstracts


在迎向二十一世紀之際,台灣推動了前所未有的國民教育階段課程改革,其背後所強調的「統整性課程設計」、「學校本位課程發展」、「變通性教學評量」,及「協同教學」等重要主張,對習慣於傳統教學方式的教師而言,產生了極大的衝擊,特別在課程的發展與實踐方面,更是帶來極大的挑戰。因此,反省課程理論與實務,建立嶄新的課程實踐理論,藉以提升課程意識、促進教學革新,乃是當下因應課程改革挑戰,落實課程改革理想的當務之急。基於此,本文一方面從實務運作層面解析當前國民教育階段課程改革所帶來的挑戰;另一方面從理論層面反省當代課程發展趨勢與課程實踐理論的基礎;然後,進一步從轉化型課程領導的觀點來重新檢視課程實踐的要素,分析重建課程實踐理論的途徑,提供教育實務工作者積極投入重建課程實踐理論之參考。

Parallel abstracts


Heading toward the 21^(st) century, an era of fast and fundamental changes, there have been a number of vast important curriculum changes for compulsory education in Taiwan. The big ideas behind the current curriculum reform include curriculum integration, school -based curriculum development, alternative evaluation, team-teaching, and so forth. All these not only cause impacts on school teacher's teaching, but also bring challenges to curriculum development and pedagogical practices in elementary and junior high schools. Therefore, having critical reflections on curriculum theories and curricular practices has become an urgent need for practitioners to cope with the reform challenges and to put into practice the reform ideals. In this paper, the author not only reviews the practical challenges brought by the current curriculum reform for compulsory education but also examines the current trends in curriculum theory building. Then, based on the concepts of transfomative curriculum leadership, the author further explores the essential elements for curriculum praxis and approaches for reconstructing curriculum theories. It is encouraged in this paper that teachers need to be actively involved in theorizing their personal practical knowledge for the construction of practical theories for curriculum praxis.

References


Carr, W.,Kemmis, S.(1983).Becoming critical: Knowing through action research.Australia:Deakin University.
Noddings, N.(1984).Caring: A feminine approach to ethics and moral education.Berkeley, CA:University of California Press.
Clandinin, D. J.(1986).Classroom practice: Teacher images in action.London, UK:The Flamer Press.
Ornstein, A. C.,Behar, L. S.(1995).Contemporary issues in curriculum.Needham Heights, Mass:Allyn and Bacon.
Giroux, H. A.,McLaren, P.(1989).Critical pedagogy, the state, and cultural struggle.NY:SUNY Press.

Cited by


蔡明昆(2012)。互動式故事敘說應用在反霸凌教育之研究〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842/NCTU.2012.00385
郭秀蓮(2010)。Scratch互動式故事敘說評量〔碩士論文,國立交通大學〕。華藝線上圖書館。https://doi.org/10.6842/NCTU.2010.00415
周欣怡(2014)。國民小學校長教學領導之個案研究〔碩士論文,國立暨南國際大學〕。華藝線上圖書館。https://doi.org/10.6837/NCNU.2014.00295
林佳怡(2014)。教師工作壓力、情緒管理對教學品質影響之研究-以台南市安平區國小為例〔碩士論文,長榮大學〕。華藝線上圖書館。https://doi.org/10.6833/CJCU.2014.00009
林燕玲(2015)。高職智能障礙學生試用特殊教育新課程大綱之行動研究〔博士論文,國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/NTNU202205226

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