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題名：課程統整的立論與應用模式
書刊名：初等教育學刊
作者：高翠霞
作者(外文)：Kao, Trai-shar
出版日期：2000
卷期：8
頁次：頁161-179
主題關鍵詞：課程；課程統整；Curriculum；Curriculum integration
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:16
  • 點閱點閱:24
本文旨在討論「課程統整」(curriculum integration)的思考與立論依據；亦嘗試建構統整課程設計模式，期能對現階段強調學校本位課程發展之精神有所闡釋。文內首先對教育哲學上的兩歧論點─「分析型教育 ( atomistic Education )」與「統整型教育 ( holistic education )」─做描述與分析，依此兩歧的教育理念，檢視課程統整立意與精神。其次，探討和認知心理學關係密切的兩個重要論點─建構主義與多元智能─以此深究課程統整的立論基礎。第三，文中嘗試提出學校本位的統整課程發展模式，期能提供教育實務工作者從事課程規畫、設計的參考。此外，對於統整跨科課程的教學活動，是否即理想的教與學？本文最後亦提出一些想法。
This essay aims to explore some critical issues of curriculum integration, and try to construct an applied model of integrated curriculum planning in school setting. Basically, there lies two different philosophical thinkings of education—atomistic and holistic. Thus, this paper discusses the diverse perspectives at the very beginning. Further, interpretations are made for rationale of curriculum integration from viewpoint of constructivism and theory of multi-intelligence. Finally, based on the idea of school-based curriculum development, an applied model for integrated curriculum planning is proposed. Presumably, curriculum integration is taken as an ideal strategy for student's learning. However, there are still questions remained to be answered. Is integration the ultimate goal that we intend to pursue? What could be the problems emerged between theory and practice? In the very ending, this paper picks out some critical issues concerning curriculum integration for those who will be interested in this field.
期刊論文
1.許信雄(1998)。課程統整。教育資料與研究，25，1-6。  延伸查詢new window
2.Young, D.、Gehrke, N.(1993)。Curriculum Integration for Transcendence: A Critical Review of Recent Books on Curriculum for Integration。Curriculum Inquiry，23(4)，445-454。  new window
3.楊龍立(19970600)。建構主義評析--在課程設計上的啟示。臺北市立師範學院學報，28，41-55。  延伸查詢new window
4.郭重吉(19920500)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20(5)，548-570。  延伸查詢new window
5.高翠霞(19981100)。主題式教學的理念--國小實施課程統整的可行策略。教育資料與研究，25，9-11。new window  延伸查詢new window
會議論文
1.張煌熙(1999)。九年一貫課程的實施--問題與展望。九年一貫課程研討會。臺北：中華民國教材研究發展學會。420-427。  延伸查詢new window
2.黃炳煌(1999)。邁向二十一世紀的臺灣社會科課程改革。邁向課程新紀元--九年一貫課程研討會。臺北：中華民國教材研究發展學會。173-195。  延伸查詢new window
圖書
1.Piaget, J.(1973)。To understand is to invent。New York：Grossman。  new window
2.Gardner, Howard(1983)。Frames of mind: the theory of multiple intelligences。London：Heinemann。  new window
3.楊龍立(1997)。課程目標的理論研究 : 課程目標應否存在的探討。臺北：文景。  延伸查詢new window
4.簡楚瑛(1994)。方案課程之理論與實務。台北：文景。  延伸查詢new window
5.Thomdike, E. L.、李維(1998)。人類學習。臺北：桂冠圖書。  延伸查詢new window
6.教育部(1999)。九年一貫課程綱要。臺北：教育部。  延伸查詢new window
7.Leahey, T. H.、陳仁勇(1987)。心理學史。臺北：耘橋文化。  延伸查詢new window
8.Gardner, H.(1991)。The Unschooled Mind: How Children Think and Schools Should Teach。New York：Basic Books。  new window
9.Gardner, H.、Komhaber, M. L.、Wake, W. K.(1996)。Intelligences: Multiple Perspectives。London：Horcour Brace College。  new window
10.Harel, I. E.、Papert, S. E.(1991)。Constructionism。Ablex。  new window
11.Jacobs, Heidi Hayes(1989)。Interdisciplinary Curriculum: Design and Implementation。Association for Supervision and Curriculum Development。  new window
12.Kafai, Y.、Resnick, M.(1996)。Constructionism in Practice-Designing, Thinking, and Learning in a Digital World。New Jersey：Lawrence Erlbaum Associates。  new window
13.Post, T. R.(1997)。Interdisciplinary Approaches to Curriculum。New Jersey：Prentice-Hall。  new window
14.Sternberg, R.(1990)。Metaphors of mind: Conceptions of the nature of ntelligence。New York：Cambrige University Press。  new window
15.Eisner, E. W.(1982)。Cognition and Curriculum - A Basis for Deciding What to Teach。N.Y.：Longman。  new window
16.Johnson, David W.、Johnson, Roger T.(1987)。Learning together and alone: Cooperative, competitive, and individualistic learning。Prentice-Hall, Inc.。  new window
17.Weinebrenner, S.(1992)。Teaching gifted kids in the regular classroom: Strategies and techniques every teachers can use to meet the academic needs of the gifted and talented。Minneapolis, MN：Free Spirit Publishing Inc.。  new window
18.Beane, James A.(1998)。Curriculum Integration--Designing the Core of Democratic Education。New York, NY：Teachers College Press。  new window
19.王克先(1987)。學習心理學。臺北：桂冠圖書公司。  延伸查詢new window
20.李咏吟(1998)。認知教學：理論與策略。心理出版社。  延伸查詢new window
21.黃政傑(1991)。課程設計。臺北：東華。  延伸查詢new window
22.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
單篇論文
1.蔡崇建(1999)。統整課程教學對國小學童知識建構之分析研究。  延伸查詢new window
圖書論文
1.曾志朗(1999)。掌握生活才是真智慧。活用智慧。臺北：遠流出版社。  延伸查詢new window
2.Andrew, R. H.(1991)。Insights into education: An elementary principal's perspective。Hands on approaches to learning styles: Practical approaches to successful schooling。New Wilmington, PA：Association for the Advancement of International Education。  new window
3.Latour, B.(1992)。One more turn after the social turn。The social dimensions of science。IN：University of Notre Dame Press。  new window
4.Lockehead, J.(1985)。New horizons in educational development。Review of Research in Education。Washington DC：American Educational Research Association。  new window
5.McNutt, G.、Mandelbaum, L. H.(1982)。General assessment competencies for special education teachers。Assessment in Special Education。London：Aspen Systems。  new window
6.Shaw, A.(1996)。Social Constructionism and the Inner City-Designing Environment for Social Development and Urban Renewal。Constructionism in Practice-Designing, Thinking, and Learning in a Digital World。New Jersey：Lawrence Erlbaum Associates。  new window
7.Williams, M.、Burden, R.(1998)。Pulling it together: The challenge for the educator。Thinking through the curriculum。London：Routledge。  new window
 
 
 
 
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