論革新課程實驗之難成
On the Problems in Experimenting with Curricular Transformation
- 關鍵字：
- 革新課程實驗、杜威學校、活動課程、八年研究、生活中心課程 / Curricular reform、Curricular transformation、Dewey school、Activity curriculum、The eight-year study、Life-centered curriculum
第五十輯．第ㄧ期 - 2004-03-31
繪本教學在師資培育上的應用--以「班級經營」為例王千倖
Using Picture Books to Teach Prospective Teachers How to Manage Their ClassroomsChien-Hsing Wang
中小學教師資訊融入教學發展模式及檢核工具之研究 徐新逸、林燕珍
A Study of the Developmental Model and Practical Guidelines for Technology-Integrated Instructional Design for Elementary and High School TeachersHsin-Yih Shyu Yen-Chen Lin
國民小學九年一貫課程試辦成效之綜合評鑑--以桃竹苗地區為例謝金青
An Evaluation Study of the Grade 1-9 Coherent Curriculum Program Employed by Elementary Schools in Northern TaiwanKing-Ching Hsieh
從新馬克思主義到後結構主義--課程社會學研究的再概念化卯靜儒
From Neo-Marxism to Post-structuralism: Reconceptualizing Sociological Studies of CurriculumChin-Ju Mao
H. M. Kliebard的課程史研究及其啟示鍾鴻銘
H. M. Kliebard's Curricular History Studies and Their ImplicationsHorng-Ming Jong
課程連結理論之探究：課程標準、教學與評量之關係賴志峰
An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and AssessmentChih-Feng Lai
課程領域中應用範式概念之爭議霍秉坤、黃顯華
The Debate over the Application of “Paradigm” in Curriculum Studies Ping-Kwan FOK Hin-Wah Wong
論革新課程實驗之難成 單文經
On the Problems in Experimenting with Curricular TransformationWen-Jing Peter Shan
- 摘要
- 英文摘要
- 參考文獻
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教育部於2000年9月30日公布的《國民中小學九年一貫課程綱要》明白宣示國民中小學之課程理念應以生活為中心，而其課程設計應以學生為主體，以生活經驗為重心。然而，此一課程綱要實施至今，似乎碰到不少問題，甚至最近有許多人士呼籲暫停或緩辦。類此革新課程的改革或實驗，為何難以臻其功，是本文作者亟欲探討者。本文分為七節。第一節前言，說明問題的背景。第二至五節，分別說明1896-1904年杜威學校的課程實驗，1934-1940年紐約市的小學活動課程實驗，1933-1941年全美中學的「八年研究」課程實驗，1952-1963年及1973-1979臺灣省的生活中心課程實驗。這四節主要在指陳：雖然革新課程實驗難成，但是仍然有人不斷地進行實驗的史實。第六節試著從主事者的異動與心厭現象、社會大眾對教育定見、學校的組織特性等三個方面來分析其中的原因。最後，則殿以結論。
Since “The Grade 1-9 Coherent Curriculum Framework” was promulgated in Taiwan in September， 2000， the new emphasis on adopting a more life-centered curriculum and more student-centered instruction has encountered many problems. Based on historical data， this article analyzes the difficulties we face in implementing this curricular “transformation.” The author introduces the background of curriculum reform and discusses similar reform models， including those of the Dewey School (1896-1904)， the Activity Curriculum Experiment in New York City (1934-1940)， and the Eight-Year Study (1933-1941)， as well as two life-centered curriculum experiments in Taiwan (1952-1963 and 1973-1979). The analysis indicates three factors which tend to obstruct the implementation of curricular transformation: (1) turnover and burnout among reformers; (2) the public bias against the curriculum transformation; (3) disadvantageous characteristics of school organization.
