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題名：課程統整情境中國小教師後設認知之分析研究
書刊名：教育研究集刊
作者：柯志恩 引用關係
作者(外文)：Ko, Chihen
出版日期：2003
卷期：49:1
頁次：頁31-61
主題關鍵詞：後設認知；課程統整；質化研究；Metacognitive skill；Curriculum integration；Qualitative research
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(2) 博士論文(3) 專書(0) 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:317
  • 點閱點閱:46
過去有關課程統整的討論中，均強調「課程內容」上的整合，但這不意味從內容著眼是達成課程改革的唯一途徑。在統整背後，教師的思維歷程、訊息組織及執行計畫時所涉及的後設認知能力可以說在課程統整的研究領域中，提供另一層參照脈絡。據此，本研究在課程統整情境中，針對國小低年級教師，採用質的研究法，藉由參與觀察法及後設對話導向的深度訪談，來探究教師在推動課程方案時其所牽涉的後設認知歷程，內涵包括自我計畫、自我選擇、自我覺知、自我監控及自我修正。 研究發現：（一）在統整歷程前，運用最多的為自我連結能力；（二）執行活動最精熟的為自我監控及修正能力；（三）透過後設對話，能讓教師重新詮釋統整定義，並落實教學實踐；（四）後設技能之發展有賴自我反思與學科專業知能的培養；（五）後設認知可藉由訓練而加以提升。
The Minister of Education made clear in its Curriculum Guidelines for the Compulsory School Curriculum the claim that the school curriculum should emphasize the integration of rationality and sensibility, knowledge and action, as well as humanities and technology. Team teaching was also suggested as a means to reach the integrated goal. The issue of curriculum integration had been argued for many years. Moving towards curriculum integration fielded a variety of challenges to established authority structures, ownership of knowledge, and professional identity. There is no curriculum development without teacher development. In order to enrich the integrated competence of elementary teachers, this study explores the metacognitive skills that elementary teachers bring into the context of curriculum integration. The study will use participant-observation, metacognitive dialogue- oriented in-depth interviews, focus groups, and document analysis to investigate how teachers to use the metacognitive skills, such as in self-planning, self-selecting, self-awareness, self-monitoring, and self-tuning, on the development of integrated curriculum. The implications for metacognitive skill training are discussed.
期刊論文
1.Lin, X.(2001)。Designing metacognitive activities。Educational Technology Research and Development，49(2)，23-40。  new window
2.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
3.汪榮才(19950600)。國小學生之後設認知與科學文章閱讀理解。國民教育研究集刊，1，81-139。  延伸查詢new window
4.Herrenkohl, L. R.、Palincsar, A. S.、DeWater, L. S.、Kawasaki, K.(1999)。Developing scientific communities in classrooms: A sociocognitive approach。Journal of the Learning Sciences，8(3/4)，451-494。  new window
5.Kramarski, Bracha、Mevarech, Zemira R.、Lieberman, Adiva(2001)。Effects of multilevel versus unilevel metacognitive training on mathematical reasoning。Educational Research，94(5)，292-300。  new window
6.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
7.余安邦(19990100)。夢中情人--九年一貫課程。教育資料與研究，26，19-22。new window  延伸查詢new window
8.方德隆(20000100)。九年一貫課程學習領域之統整。課程與教學，3(1)，1-18+139。new window  延伸查詢new window
9.陳金燕、王麗斐(19981200)。諮商學習者在「自我覺察」課程之學習歷程與追蹤效果研究。中華輔導學報，6，116-153。new window  延伸查詢new window
10.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
11.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
12.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
13.Haller, E. P.、Child, D. A.、Walberg, H. J.(1988)。Can comprehension be taught? A quantitative synthesis of 'metacognitive' studies。Educational Research，17，5-8。  new window
會議論文
1.黃譯瑩(1999)。從課程統整的意義與模式探究九年一貫新課程之結構。九年一貫研討會。台北：中華民國教材研究發展學會。258-273。  延伸查詢new window
2.柯志恩(1999)。後設認知導向之實習教師效能訓練。教育實習的典範與實踐學術研討會，(會議日期: 1999年4月30至5月1日)。台北：國立台灣師範大學教育學系。  延伸查詢new window
3.Baird, J. R.、White, R. T.(1982)。Improving learning through enhanced metacognition: A classroom study。Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
4.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
5.饒見維(1999)。九年一貫課程與教師專業發展之配套實施策略。九年一貫課程研討會。臺北：中華民國教材研究發展學會。305-323。  延伸查詢new window
6.王秀雲(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。臺北。287-299。  延伸查詢new window
7.田光復(1999)。課程綱要準則與學習領域劃分：學習領域的分割、構成、統整與教育文化現狀。臺北。112-127。  延伸查詢new window
8.劉美娥(1999)。國民小學主題統整課程設計初探。臺北。275-286。  延伸查詢new window
9.Clark, R.(1989)。Metacognitive processes: Selecting and connecting。San Francisco, CA。  new window
研究報告
1.李明芬(1995)。後設認知的訓練與超媒體學習 (計畫編號：NSC84-2413-H-194-004)。  延伸查詢new window
2.林清山、張景媛(1993)。國中生後設認知、動機信念與數學解題策略之關係暨數學應用題教學策略效果之評估 (計畫編號：NSC 82-0301-H003-006)。  延伸查詢new window
圖書
1.Fogarty, R.、Stoehr, J.(1995)。Integrating curricula with multiple intelligences: Teams, themes, and threads。Arlington Heights, Illinois：IRI/SkyLight Training and Publishing。  new window
2.Roberts, P. L.、Kellough, R. D.(2000)。A guide for developing interdisciplinary thematic units。Upper Saddle River, NJ：Merrill。  new window
3.Phye, Gart D.、Andre, Thomas(1986)。Cognitive classroom learning: Understanding, thinking, and problem solving。Academic Press INC。  new window
4.李坤崇、歐慧敏(2000)。統整課程理念與實務。臺北：心理出版社。  延伸查詢new window
5.Hacker, D. J.、Dunlosky, J.、Graesser, A. C.(1998)。Metacognition in educational theory and practice。Lawrence Erlbaum Associates。  new window
6.Nelson, T. O.(1992)。Metacognition: Core readings。Needham Heights, MA。  new window
7.黃瑞琴(1991)。質的教育研究方法。臺北巿：五南。  延伸查詢new window
8.方慧琴(1999)。以校園為主題的統整教學活動設計。台北：台北市立師範學院附設實驗國民小學。  延伸查詢new window
9.Guba, E. G.、Lincoln, Y. S.(1984)。Naturalistic inquiry。Newbury Park, CA：Sage。  new window
10.甄曉蘭(2002)。中小學課程改革與教學創新。臺北：高等教育文化。new window  延伸查詢new window
11.Beane, James A.(1997)。Curriculum integration: Designing the core of democratic education。Teachers College, Columbia University。  new window
12.Beane, James A.(1998)。Curriculum Integration--Designing the Core of Democratic Education。New York, NY：Teachers College Press。  new window
13.Peterson, G. W.、Sampson, J. P. Jr.、Reardon, R. C.(1991)。Career development and services: A cognitive approach。Pacific Grove, CA：Brooks/Cole。  new window
14.張春興(1995)。張氏心理學辭典。台北：東華書局。  延伸查詢new window
15.Gagné, Robert Mills(1985)。The Conditions of Learning and Theory of Instruction。Holt, Rinehart & Winston, Inc.。  new window
16.Sternberg, Robert J.(1985)。Beyond IQ: A triarchic Theory of Human Intelligence。Cambridge University Press。  new window
17.Bruner, Jerome Seymour(1986)。Actual minds, possible worlds。Harvard University Press。  new window
18.黃政傑(19970000)。課程改革的理念與實踐。臺北：漢文。new window  延伸查詢new window
19.Strauss, Anselm L.、Corbin, Juliet M.(1990)。Basics of qualitative research: Grounded theory procedure and techniques。Sage。  new window
20.葉連祺(2000)。中小學發展統整課程之實務課題和對策。課程統整與教學。臺北。  延伸查詢new window
21.Bernstein, B.(1975)。Towards a theory of educational transmissions。Towards a theory of educational transmissions。London, UK。  new window
22.Charbonneau, M. P.(1995)。The Integrated Elementary Classroom: A Developmental Model of Education for the 21st Century。The Integrated Elementary Classroom: A Developmental Model of Education for the 21st Century。Needham Heights, MA。  new window
23.Parks, S.(1997)。Tools to enhance thinking and learning。Supporting the spirit of learning: When process is content。Thousand Oaks, CA。  new window
圖書論文
1.Brown, Ann L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, Remembering and Understanding。Handbook of child psychology: formerly Carmichael's Manual of child psychology。New York：John Wiley。  new window
2.單文經(2000)。統整課程教學單元的設計。課程統整與教學。臺北：揚智出版社。new window  延伸查詢new window
3.周珮儀(2000)。課程統整與課程分化。課程統整與教學。臺北：揚智文化。  延伸查詢new window
4.李坤崇(2000)。主題統整課程之理念與設計。課程統整與教學。臺北：揚智。  延伸查詢new window
5.Borkowski, J. G.、Carr, M.、Rellinger, E.、Pressley, M.(1990)。Self-regulated Cognition: Interdependence of Metacognition, Attributions, and Self-esteem。Dimensions of thinking and cognitive instruction。Hillsdale：Lawrence Erlbaum Associates。  new window
6.Davidson, J. E.、Sternberg, R. J.(1998)。Smart problem solving: How metacognition helps。Metacognition in educational theory and practice。Mahweh, NJ：Lawrence Erlbaum Associates。  new window
7.Meichenbaum, D. H.、Asarnow J.(1979)。Cognitive-behavior modification and metacognitive development: Implications for the classroom。Cognitive-behavioral interventions: theory, researchand procedures。New York：Academic Press。  new window
8.徐靜嫻(2000)。課程統整的另類思維：談後設課程的統整。課程統整與教學。臺北：揚智。  延伸查詢new window
9.Jacobs, H. H.(1989)。Design options for an integrated curriculum。Interdisciplinary curriculum: Design and implementation。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
10.Glatthorn, A. A.、Foshay, A. W.(1991)。Integrated curriculum。The international encyclopedia of curriculum。Oxford, England：New York：Pergamon Press。  new window
11.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
12.周淑卿(1999)。論九年一貫的統整問題。九年一貫課程之展望。臺北：揚智。new window  延伸查詢new window
13.鄭明長(2000)。統整教學的意涵與模式。課程統整與教學。臺北：揚智文化。  延伸查詢new window
 
 
 
 
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