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本研究是以台湾南部的“南方国中”(化名)作为研究脉络情境的个案,探究学校本位课程发展教室层次课程实施,针对学校本位课程发展历程、教室层次的学校本位课程实施、经验课程内涵,提出以下结论:南方国中的学校本位课程发展历程是以 Skilbeck 的情境分析为架构,倾向于 Glatthorn 方案取向模式,以行政为主导,强调课程领导与课程方案,并且受到组织、信念、人以及社会文化等系统的影响;教室层次的课程实施是以教师的知觉课程为主,以师生的生活经验为媒介,透过师生互动、同侪互动共同创发经验的过程,而学生的课程参与会受到课程内容以外因素的影响;学校本位课程发展的教室层次课程实施之国中生经验课程是以生活经验为基础,含括认知、情绪、社会三个层面的连续性经验。
This study is based on South China’s southern country’s middle school (a pseudonym) as a case study context. It explores the implementation of classroom-level curriculum development in school-based curriculum development, the development of school-based curriculum, and the implementation and experience of school-based curriculum at the classroom level. The connotation of the curriculum, the following conclusions are drawn: The curriculum development course of the school-based curriculum in South Country is based on Skilbeck’s situational analysis, tends to Glatthorn’s program orientation model, and is administratively oriented, emphasizing curriculum leadership and curriculum programs, and is subject to organization, belief, The impact of people and socio-cultural systems, etc.; classroom-level curriculum implementation is based on the teacher’s perception curriculum, using teachers and students’ life experiences as a medium, through the teacher-student interaction and peer interaction to jointly create experiences, and students’ Course participation is affected by factors other than the content of the curriculum; the school-level curriculum implementation of the school-based curriculum development curriculum is based on life experiences, including continuous experience on three levels of cognition, emotion, and society.