臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：課程統整的模式與實務
書刊名：高雄師大學報
作者：方德隆 引用關係
作者(外文)：Fang, Der-long
出版日期：2000
卷期：11
頁次：頁181-212
主題關鍵詞：課程統整；統整課程；Curriculum integration；Integrated curriculum
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(15) 博士論文(5) 專書(1) 專書論文(2)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:457
  • 點閱點閱:92
　　　　　探討課程統整的概念及其相關問題，符合目前國民教育階段九年一貫課程的改革趨勢。本文首?從探討課程統整的歷史背景開始，來說明課程統整受到重視教育學者重視的原因。課程統整的理論模式與課程發展的實務出現了落差，學校發展統整課程並未根據課程統整的理論與模式，各校自行發展自已的統整課程，因而使課程統整的形式展現不同的面貌。本文的基本假定認為必須有高素質的教師，採學校本位的方式，才能實施課程統整。作者特別強調，課程統整本身不是目的，而是滿足學生觀求、達成教育目的的手段。本文結論建議加強教師進修措施，提供教師在發展課程的過程中，從事行動研究的機會。如此，教師才能自主地設計課程。
　　　　　An exploration of the issues surrounding the concept of curriculum integration is fundamental to emergent curriculum reform, '6-15 Curriculum', for elementary and junior high schools in Taiwan. This paper aims to clarify the concept of curriculum integration in terms of its historical background in order to reflect upon how curriculum integration is highly valued by educators. The theoretical models of curriculum integration are not comparable with current practice in pre-school, elementary and junior high schools. Schools developed their respective integrated curriculum without taking theoretical models into considerations. All schools will demonstrate the great variety of approaches and different form of curriculum integration. The basic assumption of this paper's argument is that the development of integrated curriculum should be school-based and backed up by well-trained, professional teachers. The author has to caution that curriculum integration is not an end in itself but a means for accomplishing basic educational needs. Therefore, the conclusion recommends INSET programs for teachers and encourages opportunities of action research during the process of developing an integrated curriculum. In the context of our schooling, teachers should be empowered to undertake the arduous work of curriculum design.
期刊論文
1.孫世珍(19981100)。幼稚園開放教育下的課程統整化教學。教育資料與研究，25，7-8。new window  延伸查詢new window
2.Drake, S. M.(1991)。How our team dissolved the boundaries。Educational Leadership，49(2)，20-22。  new window
3.Palmer, J. M.(1991)。Planning wheels turn curriculum around。Educational Leadership，49(2)，57-60。  new window
4.Miller, J.(1992)。Towards a spiritual curriculum。Holistic Education Review，5(1)，43-49。  new window
5.Jacobs, H. H.(1991)。Planning for curriculum integration。Educational Leadership，49(2)，27-28。  new window
6.Brandt, R.(1991)。On interdisciplinary curriculum: A conversation with Heidi Hayes Jacobs。Educational Leadership，49(2)，24-26。  new window
7.Brophy, J.、Alleman, J.(1991)。A caveat: Curriculum integration isn't always a good idea。Educational Leadership，49(2)，66。  new window
8.Benjamin, S.(1989)。An ideascape for education: What futurists recommend。Educational Leadership，47(1)，8-16。  new window
9.Vars, G. F.(1991)。Integration Curriculum In Historical Perspective。Education Leadership，49(1)，14-15。  new window
10.陳伯璋(19951200)。我國中小學課程統整與連貫問題之檢視。臺灣教育，540，11-15。  延伸查詢new window
11.陳伯璋(19990100)。九年一貫新課程綱要修訂的背景及內涵。教育研究資訊，7(1)，1-13。new window  延伸查詢new window
12.Fogarty, Robin(1991)。Ten Ways to Integrate Curriculum。Educational Leadership，49(2)，61-65。  new window
13.黃譯瑩(19981000)。課程統整之意義探究與模式建構。國家科學委員會研究彙刊. 人文及社會科學，8(4)，616-633。  延伸查詢new window
14.歐用生(19990100)。從「課程統整」的概念評九年一貫課程。教育研究資訊，7(1)，22-32。new window  延伸查詢new window
15.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
16.吳清山(19990100)。推行「國民教育階段九年一貫課程」學校行政配合之探究。教育研究資訊，7(1)，14-21。new window  延伸查詢new window
17.鄒浮安(1992)。輪形設計的整合課程。師友，296，31-33。  延伸查詢new window
18.許信雄(1998)。課程統整「國小課程統整」。教育資料與研究，25，1-6。  延伸查詢new window
19.黃永和(1998)。Fogarty的十種課程統整方式。教師之友，39(4)，10-21。  延伸查詢new window
會議論文
1.黃炳煌(1999)。談課程統整：以九年一貫社會科課程為例。九年一貫課程研討會，國立臺北師範學院課程與教學研究所 (會議日期: 1999/05/12)。臺北市：中華民國教材研究發展學會。252-257。  延伸查詢new window
2.王秀雲、李惠銘(1999)。跨世紀之夢：柑園國中學校本位課程統整機制的營造歷程。沒有紀錄。  延伸查詢new window
3.朱桂芳(1999)。學校自主的課程設計：談柑園國中、北政國中、曉明女中的教育實驗方案。沒有紀錄。  延伸查詢new window
4.劉美娥、許翠華(1999)。國民小學主題統整課程設計初探。沒有紀錄。  延伸查詢new window
圖書
1.Bruner, Jerome S.(1963)。The process of education。Harvard University Press。  new window
2.Tyler, R. W.、黃炳煌(1981)。課程與教學的基本原理。臺北：桂冠。  延伸查詢new window
3.教育部(1995)。中華民國教育報告書：邁向二十一世紀的教育願景。臺北：教育部。  延伸查詢new window
4.Eisner, Elliot W.(1985)。The educational imagination: On the design and evaluation of school programs。Macmillan。  new window
5.春山茂雄、魏珠恩(1996)。腦內革命。創意力文化事業有限公司。  延伸查詢new window
6.Drake, S. M.(1992)。A story model: An integrated curriculum project。Ontario：Catharines。  new window
7.Clark, Barbara(1986)。Optimizing Learning: The Integrative Education Model in the Classroom。Columbus, Ohio：Merrill Publishing Company。  new window
8.Ornstein, A. C.、Hunkins, F. P.(1998)。Curriculum: Foundations, principles, and issues。Boston, Massachusetts：Allyn & Bacon。  new window
9.Beane, James A.(1997)。Curriculum integration: Designing the core of democratic education。Teachers College, Columbia University。  new window
10.Jacobs, Heidi Hayes(1989)。Interdisciplinary Curriculum: Design and Implementation。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
11.林寶山(1984)。國家在危機之中：美國的教育改革計畫。高雄：復文。  延伸查詢new window
12.李子建、黃顯華(1996)。課程 : 範式、取向和設計。台北：五南。new window  延伸查詢new window
13.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。台北：行政院教育改革審議委員會。  延伸查詢new window
14.黃政傑(1987)。課程評鑑。師大書苑。  延伸查詢new window
15.黃政傑(1991)。課程設計。臺北：東華。  延伸查詢new window
16.Kovalik, S.(1993)。ITI: the model--integrated thematic instruction。Arizona：Village of Oak Creek。  new window
17.Oliver, A. I.(1977)。Curriculum improvement: A guide to problems, principles, and process。Curriculum improvement: A guide to problems, principles, and process。New York, NY。  new window
18.Brady, M.(1995)。A supradisciplinary curriculum。Toward a coherent curriculum, 1995 Yearbook of the Association for Supervision and Curriculum Development。Alexandria, VA。  new window
19.郭為藩(1984)。通識的培養－談通才教育與博雅教育。中國教育的展望。臺北。  延伸查詢new window
20.薛梨真(1999)。統整課程活動設計。統整課程活動設計。高雄。  延伸查詢new window
21.Hart, C. H.、Burts, D. C.、Charlesworth, R.(1997)。Integrated developmentally appropriate curriculum: From theory and research to practice。Integrated curriculum and developmentally appropriate Practice: Birth to age eight。New York, NY。  new window
22.Krogh, S. L.(1997)。How children develop and why it matters: The foundation for the developmentally appropriate integrated early childhood curriculum。Integrated curriculum and developmentally appropriate Practice: Birth to age eight。New York, NY。  new window
23.MacDonald, J. B.(1971)。Curriculum integration。The Encyclopedia of Education。New York, NY。  new window
24.McNamara, D.(1994)。Classroom pedagogy and primary practice。Classroom pedagogy and primary practice。London, UK。  new window
25.Walker, D. F.(1992)。Methodological issues in curriculum research。Handbook of research on curriculum: A project of the American Educational Research Association。New York, NY。  new window
其他
1.Pizarro, R. A. E.(1993)。Exploring integrative curriculum for more effective learning by primary students in Costa Rica，0。  new window
圖書論文
1.Goodlad, J. I.(1988)。Coping with curriculum。Contributing to educational change: Perspectives on research and practice。Berkeley, CA：McCutchan。  new window
2.周淑卿(1999)。論九年一貫課程的「統整」問題。九年一貫課程之展望。臺北市：揚智文化事業股份有限公司。new window  延伸查詢new window
3.Glatthorn, A. A.、Foshay, A. W.(1991)。Integrated curriculum。The international encyclopedia of curriculum。Oxford, England：New York：Pergamon Press。  new window
4.Goodlad, J. I.、Su, Z.(1992)。Organization of the Curriculum。Handbook of research on curriculum。New York：Macmillan。  new window
5.王家通、方德隆、王朝茂(1995)。國民中學教育改革。開放與前瞻--新世紀中小學教育改革建議書。台北：漢文。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：515（臺灣：508，外國：7） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67693065
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上