邁向課程實踐理論化的行動研究
Theorizing Curriculum Practice in Action Research
- 關鍵字：
- 行動研究、課程行動研究、課程實踐 / Action research、Curriculum action research、Curriculum practice
第五十輯．第三期 - 2004-09-30
教育哲學的新展望--評N. Blake P. Smeyers R. Smith & P. Standish， ?The Blackwell Guide to the Philosophy of Education? 洪仁進
The Perspective of Philosophy of Education
教育意義的新探索--評D. Carr， ?Making Sense of Education?李奉儒
Li Feng-Jihu
國內教育學門學術期刊評比研究黃毅志、吳武典、馬信行、郭實渝、曾進興、黃秀霜、劉淑蓉
An Evaluation of Education Journals in TaiwanYih-Jyh Hwang Wu-Tien Wu Hsen-Hsing Ma Shih-Yu Kuo Chin-Hsing Tseng Hsiu-Shaung Huang Shwu-Yong Liu
邁向課程實踐理論化的行動研究 林佩璇
Theorizing Curriculum Practice in Action ResearchPei-Hsuan Lin
性取向污名之建構、抗拒與轉化：一個同性戀議題的教學實踐林昱貞、楊佳羚、張明敏
Resistance and Transformation of Students' Perceptions toward Stigmatized HomosexualityYu-Chen Lin Chia-Ling Yang Ming-Min Chang
論全球化的道德處境與論辯倫理學的先驗回歸王俊斌
The Moral Conditions of Globalization and the Retranscendentalization of Discourse EthicsChun-Ping Wang
G. Vico「詩性智慧」的哲學構造與教育蘊義吳靖國
The Philosophical Structure of G. Vico'sChin-Kuo Wu
後現代學校行政倫理及其兩難困境之解決黃乃熒
Postmodern Ethics in School Administration and the Resolution for Its DilemmaNai-Ying Whang
- 摘要
- 英文摘要
- 參考文獻
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行動研究藉由實踐者的參與，進行有系統的計畫、觀察、反省歷程以改進實踐，並作為知識的基礎，不斷地檢視理論和實踐間的關係。本研究分析臺灣課程改革雖引領出一股行動研究的熱潮，但仍假設課程實踐是理論的產品，因此課程實踐本身的複雜及豐富性也一再受到忽略。第二部分從批判學者、系統思想和複雜理論的觀點檢視課程理論和實踐間的關係。第三部分說明行動研究中的課程實踐除了課程產品或問題解決的行動外，更要產生新的專業社群和學校文化的革新。第四部分分析教師在面對複雜多樣的課程實踐時所需具備的知識。最後，本研究主張課程行動研究者應作一知識的宣稱，而其所要分享的即是課程實踐的理論化，為自己保持一點批判的距離，以更開闊的視野來觀看自己的行動和知識在整體文化脈絡下的意義。
Some educational researchers applied a linear problem-solving process， rather than a recursive cyclical process when conducting action research. Curriculum action re?searchers pay much attention to the steps in conducting research and the products in curriculum. Little attention is paid towards the meaning and complexity of curricu?lum practice. This article asserts that the value of action research is internal to the practice. The author first examines the relationship between curriculum theory and practice from the perspectives of critical theories， system thinking， and complexity the?ory. Then she contends that curriculum practice should be understood as a philosophy of life rather than the aggregation of simple technical skill domains. Third， she high?lights various forms of knowledge action researchers need to engage in curriculum prac?tice.Finally， she urges action researchers to share their experience of theorizing curriculum practice with others.
