篇名 | |
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並列篇名 | School-based Integrated Curriculum Practical Actions: Case of Teacher Curriculum Consciousness |
作者 | 李克難 |
中文摘要 | 本文以詮釋學方法論述,從人的「意識」、行動與行為的意向意義、課程實踐行動的自由選擇、決定與教師課程意識覺醒,分析探究一所中學學校本位人文統整課程的締造與實施,以及教師課程意識與校本課程實踐行動相互激發,並討論以行事權、省思與協作等策略,幫助教師課程意識開展,促使學校課程實踐紮根,進而形塑相互學習的學校新文化,提供學生更豐富的學習與經驗,以達成自我實現。 |
英文摘要 | This paper investigates the mutual stimulation of the development and administering of school-based integrated humanities curriculum for secondary schools and the realization of school-based curriculum from the intent and meaning of human consciousness, actions and behaviors; the free choice and decision of curriculum practical actions; and the curriculum consciousness of teachers in a hermeneutic approach. This paper also discussed promoting teacher curriculum consciousness development, school curriculum practice realization, and the establishment of a new school culture for mutual learning to provide students with more comprehensive learning and experiences by agency, reflection and collaboration strategies in order to achieve self-actualization. |
起訖頁 | 65-92 |
關鍵詞 | 實踐行動、校本統整課程、課程意識、practical action、school-based integrated curriculum、curriculum consciousness |
刊名 | 課程研究 |
期數 | 200809 (4:1期) |
出版單位 | 高等教育出版公司 |
該期刊-上一篇 | 臺灣四套語文教科書的價值取向研究 |
該期刊-下一篇 | 《課程變革:理論與實踐》導讀與評論 |