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題名：後期中等教育課程的改革趨勢--一個泛歐洲的觀點
書刊名：教育研究集刊
作者：林永豐 引用關係
作者(外文)：Lin, Yung-feng
出版日期：2002
卷期：48:1
頁次：頁35-63
主題關鍵詞：後期中等教育；課程；教育改革；Upper secondary education；Curriculum；Educational reform
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(6) 博士論文(1) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:0
  • 點閱點閱:75
本文從鉅觀的角度探討歐洲各國後期中等教育課程改革的議題，強調普通課程與職業課程間統整與分流的關係，並據以分析整體的改革趨勢。本文指出：後期中等教育課程可以依照兩個指標加以分析。首先，根據普通與職業課程分流與統整的程度，各國的課程可以歸納為三種主要類型：分軌型、連結型與統整型課程。其次，各國課程也可以根據不同課程原則間相關聯的程度，區分為孤立型課程與關聯型課程。針對歐洲近十年來課程政策的分析發現，兩股一般性的改革趨勢相當明顯；一方面，各國致力於減緩普通與職業課程間互斥的分立狀況，改革的方向在於從分軌走向統整；另一方面，各國也試圖兼顧並均衡過去被視為不相容的課程原則，改革的方向在於從孤立走向關聯。因此，本文認為：歐洲各國後期的中等教育課程正在逐漸轉型，從高分化／低關聯的傳統課程，邁向低分化／高關聯的未來課程。
The aim of this article is to explore the trends of development of the upper secondary curriculum in different European countries. In particular, this paper highlights the relationship between the general and the vocational curricula and their transformation in the face of common challenges in the last decades. The analysis is based on a two-dimension conceptual framework, On the one hand, according to the degree of differentiation between general and vocational curriculum, different curricula can be conceptualized as tracked, linked or unified curriculum. On the other hand, different principals of curriculum could be seen as exclusive or compatible. Thus, the insular and the connective models of curriculum can be distinguished. Recognizing the variation of different policies in different aspects, it is argued in this paper that two general trends can still be identified. First, all different types of upper secondary curricula have tried to reduce the degree of differentiation between general and vocational curricula which were formerly seen as divided. The trend is a move from the traced to the unified model. Second, different principles of curriculum have been increasingly seen as compatible rather than exclusive. The trend is a move from the insular to the connective model. Therefore, this paper concludes by suggesting that a general development of the upper secondary curriculum in Europe is towards a low differentiated / high connective model of the curriculum of the future.
期刊論文
1.Raffe, D.、Spours, K.、Young, M.、Howieson, C.(1998)。The unification of post-compulsory education: Towards a conceptual framework。British Journal of Educational Studies，46(2)，169-187。  new window
會議論文
1.Young, M.(1999)。Improving vocational education: Trans-European comparisons of developments in the late 1990s。Germany。  new window
研究報告
1.Spours, K.(1995)。Post-compulsory education and training: Statistical trends, the learning for the future project。London, UK/ Warwick。  new window
圖書
1.Organization for Economic Cooperation and Development(2000)。From Initial Education to Working Life: Making Transitions Work。Paris, France：Organization for Economic Cooperation and Development。  new window
2.Organization for Economic Cooperation and Development(1990)。Curriculum Reform: An Overview of Trends。Paris, France：Organization for Economic Cooperation and Development。  new window
3.Green, A.、Wolf, A.、Leney, T.(1999)。Convergence and divergence in European education and training systems。London, UK：Institute of Education, University of London。  new window
4.(1998)。Strategies for achieving parity of esteem in European upper secondary education。Finland：Institute for Educational Research, University of Jyvaskyla。  new window
5.Lasonen, J.(1997)。Reforming Upper Secondary Education in Europe。Finland：Institute for Education Research, University of Jyväskylä。  new window
6.Finegold, D.、Keep, E.、Miliband, D.、Raffe, D.、Spours, D.、Young, M.(1990)。A British Baccalaureat。London：Institute for Public Police Research (IPPR)。  new window
7.Young, Michael F. D.(1998)。The Curriculum of the Future: From the "New Sociology of Education" to a Critical Theory of Learning。London：Falmer。  new window
8.Arnman, G.(1997)。Another change in the upper secondary school in Sweden。Reforming upper secondary education in Europe: The Leonardo da vinci project post-16 strategies。Finland。  new window
9.Arnman, G.、Lazar, A.(1997)。Flexibility in post-16 education and curriculum development。Reforming upper secondary education in Europe。Finland。  new window
10.Casey, B.(1990)。Recent developments in West Germany's apprentice training system。Recent developments in West Germany's apprentice training system。London, UK。  new window
11.Hasan, A.(1997)。OECD Activities related to research on vocational education and training。Education, training and work: Research findings and conclusions。Thessaloniki。  new window
12.Inni, A.、Hosogane, T.(1995)。Education as a foundation for work - the efficiency and problems of the Japanese upper secondary schools。World yearbook of education, 1995, Youth, Education and Work。London, UK。  new window
13.Levrat, R.、Lazar, A.(1997)。Post-16 strategies and the French national reform of the upper secondary school。Reforming upper secondary education in Europe。Finland。  new window
14.Leney, T.(1995)。Lessons from the French: Post-compulsory education and training in France。Unifying the post-compulsory curriculum: Lessons from France and Scotland。London, UK。  new window
15.Leney, T.、DeLuca, M.(2000)。Trends of convergence and divergence in the systems of education and vocational education and training of the member states of the European Union。Comparative vocational education and training research in Europe: Balance and perspectives。Thessaloniki。  new window
16.Raffe, D.(1992)。Participation of 16-18 year olds in education and training。Participation of 16-18 year olds in education and training。沒有紀錄。  new window
17.Raffe, D.(1997)。Issues in the Scottish reform programme: Higher still in relation to the six themes。Reforming upper secondary education in Europe。Finland。  new window
18.Raffe, D.、Makinen, R.(1997)。Labour market issues in the eight reforms。Reforming upper secondary education in Europe。Finland。  new window
19.Smithers, A.(2000)。The qualifications framework。Further education Re-formed。London, UK。  new window
20.Smithers, A.、Robinson, P.(1993)。Changing colleges: Further education in the market place。Changing colleges: Further education in the market place。London, UK。  new window
21.Virolainen, M.(1997)。Post-16 strategies and the experimental reform of Finnish upper secondary schools。Reforming upper secondary education in Europe。Finland。  new window
22.Virolainen, M.、Makinen, R.、Anderson, K.、Njerve, I.、Sandvik, O.、Kristiansen, K.(1998)。The strategy of Mutual enrichment and upper secondary education reforms in Norway and Finland。Strategies for achieving parity of esteem in European upper secondary education。Finland。  new window
23.UNESCO(1997)。International standard classification of education 1997。International standard classification of education 1997。Paris, France。  new window
24.Young, M.、Raffe, D.(1998)。The four strategies for promoting parity of esteem。Strategies for achieving parity of esteem in European upper secondary education。Finland。  new window
25.Young, M.、Volanen, M. V.(1998)。Mapping the national strategies: A commentary。Strategies for achieving parity of esteem in European upper secondary education。Finland。  new window
26.Birke, B.、Spours, K.(1997)。Reforms and their Influence on Education Systems。Reforming Upper Secondary Education in Europe。Finland。  new window
27.Birke, B.、Blumberger, W.、Bremer, R.、Heidegger, G.(1998)。Enhancing Vocational Programmes in Austria and Germany。Strategies for Achieving Parity of Esteem in European Upper Secondary Education。Finland。  new window
圖書論文
1.Young, M.、Leney, T.(1997)。From A levels to an Advanced Level Curriculum of the Future。Dearing and Beyond。London：Kogan。  new window
2.Spours, K.、Lazar, Levrat, R.、Young, M.(1998)。Linkage Approaches to Post-16 Education Reform: the case of the English and French Systems。Strategies for Achieving Parity of Esteem in European Upper Secondary Education。Finland：Institute for Education Research, University of Jyvaskyla。  new window
3.Raffe, D.(1993)。Tracks and pathways: Differentiation in education and training systems and their relation to the labour market。The determinations of transitions in youth。Berlin：The European Centre for The Development of Vocational Training。  new window
4.Young, M.、Hayton, A.、Hodgson, A.、Morris, A.(1994)。An interim approach to unifying the post-16 curriculum。Education Reform。London：IPPR and Rivers Oram Press。  new window
 
 
 
 
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