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題名:英國學科領導人標準的分析:脈絡課程的觀點
書刊名:課程研究
作者:蔡宗河
作者(外文):Tasi, Tsung-ho
出版日期:2007
卷期:2:2
頁次:頁65-89
主題關鍵詞:課程領導學科領導脈絡課程Curriculum leadershipSubject leadershipCurriculum in context
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)
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  • 共同引用共同引用:19
  • 點閱點閱:33
本文主要是從較傾向公平、正義的《脈絡課程》觀點來分析較傾向績效、卓越的《學科領導人標準》。雖然本文從分析中對這種標準提出許多批評,然而本文認為教育政策的制定往往是反映當時的社會思潮及價值觀,因此,強調績效及卓越的《學科領導人標準》,對我國近年來逐漸朝向標準化的教育政策有其正面的助益及價值,只要在實施的過程中兼顧以下四點,是可以規避其可能的缺失,並創造出最大的效益。首先,如何在重視標準化的政策中,顧及弱勢學校及學生的學習,以避免造成社會對立,促進社會流動,實現社會公平正義。其次,在實施標準化政策時,更應落實教育的多元發展,並推動教育的全人發展;復次,教師如何從教學的過程中誘發學生學習的興趣,恐怕比短期的學習成效來得有價值;最後,在實施標準的過程中更應重視個別學生的成長及學習進步程度,以創造更公平教育。
This article is mainly from the viewpoints of“Curriculum in Context”that are in favor of fairness and justice to analyze the“Standards for Subject Leaders”(SfSL) whose viewpoints relatively advocate achievement and excellence. By way of this analysis, this article proposes a lot of criticism of SfSL, but it also pinpoints that the formulation of the educational policy is often to reflect the social ideological trend and values at that time. The author still gives positive credits to the benefits and values of SfSL imposed on the standardization of our educational policy in recent years. As long as the following four aspects taken into consideration, we can avoid its possible side effects and create its greatest substantial effect. Firstly, we should take into account the weak schools and poor students, while paying more attention to the standardized policy, in order to avoid the antagonism of a society, to promote the harmonious flow of a society, and to realize the fairness and justice of a society. Secondly, while enforcing the standardized policy, we should place more emphasis on the fulfillment of our educational multi-respected development, and push for the development of a holistic education. Thirdly, how to bring out the students’interest in learning is more crucial how to ensure the short-termed learning effect of students. Fourthly, we should stress more the extent of individual student’s growth and progress in order to create a fairer education.
期刊論文
1.蔡宗河(20030400)。國民中小學基本能力檢定之探討。中等教育,54(2),130-140。new window  延伸查詢new window
2.Harris, A.、Jamieson, I. M.、Russ, J.(1995)。A Study of Effective Departments in Secondary School。School Organization,15(3),283-299。  new window
3.Hoult, Elizabeth(2002)。Learning to Lead: the implications of the Standards for Subject Leaders in England。Journal of In-service Education,28(3),475-494。  new window
4.Reid, I.、Brain, K.、Boys, L. C.(2004)。Teacher or Learning Leaders? Where Have All the Teachers Gone? Gone to be Leaders, Everyone。Educational Studies,30(3),251-264。  new window
5.Graham, Cameron、Neu, Dean(2004)。Standardized Testing and the Construction of Governable Persons。Journal of Curriculum Studies,36(3),295-319。  new window
6.蔡宗河(20050900)。英國《學科領導人標準》對我國教師專業發展的啟示。教育研究集刊,51(3),101-133。new window  延伸查詢new window
7.Glover, D.、Gleeson, D.、Gough, G.、Johnson, M.(1998)。The meaning of management: The development needs of middle managers in secondary schools。Educational Management and Administration,26(3),181-195。  new window
8.Priestley, M.(2002)。Global discourses and national reconstruction。The impact of globalization on curriculum policy,121-138。  new window
9.Harris, A.、Busher, H.、Wise,C.(2001)。Effective training for subject leaders。Journal of InService Education,27(1),83-94。  new window
10.Schwab, J. J.(1969)。The practical: A language for cuxriculum。School Review,78(1),1-23。  new window
11.Visscher, A. J.、Witziers, B.(2004)。Subject departments as professional communities。British Educational Research Journal,30(6),785-800。  new window
12.Wise, C.(2001)。The monitoring role of the academic middle manager in secondary school。Educational Management and Administration,29(3),333-341。  new window
會議論文
1.王麗雲(2002)。鐘擺式的教育改革。現代教育論壇。台北:國立教育資料館。142-144。  延伸查詢new window
學位論文
1.周淑卿(1992)。英國國定課程之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Bell, D.、Ritchie, R.(1999)。Toward effective subject leadership in the primary school。Buckingham:Open University Press。  new window
2.Coulby, D.(2000)。Beyond the National Curriculum。London:Falmer Press。  new window
3.Fleming, P.(2000)。The Art of Middle Management in Secondary Schools: A Guide to Effective Subject and Team Leadership。London, UK:David Fulton。  new window
4.Fleming, P.、Amesburv, M.(2001)。The art of middle management in primary schools: A guide to effective subject, year and team leadership。London:David Fulton。  new window
5.Parkay, F. W.、Hass, G.(2000)。Curriculum Planning: A Contemporary Approach。Boston:Allyn and Bacon。  new window
6.Teacher Training Agency(1998)。National standards for subject leaders。London:TTA。  new window
7.Apple, M. W.(1995)。Education and power。New York:Routledge & Kegan Paul。  new window
8.Lawton, D.(2005)。Education and labour party ideologies: 1900-2001 and beyond。London:Routledge Falmer。  new window
9.Sheridan, A.、Foucault, M.(1977)。Discipline and punish: The birth of prison。Random House。  new window
10.Busher, Hugh、Harris, Alma、Wise, Christine(2000)。Subject Leadership and School Improvement。London:Paul Chapman Publishing。  new window
11.Grundy, S.(1987)。Curriculum: Product on Praxis。London:The Falmen Press。  new window
12.甄曉蘭(2004)。課程理論與實務--解構理論與重建。臺北市:高等教育。  延伸查詢new window
13.Field, K.、Holden, P.、Lawlor, H.(2000)。Effective subject leadership。London。  new window
14.Gronn, P.(2003)。The new work of educational leaders: Changing leadership practice in an era of school reform。London:Paul Chapman。  new window
15.楊思偉、溫明麗(1998)。課程、政治--現代教育改革與國定課程。台北:師大書苑。  延伸查詢new window
16.Kelly, A. V.(1999)。The curriculum: Theory and practice。London:Paul Chapman:A Sage Publishing Company。  new window
17.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
18.Whitty, G.、Power, S.、Halpin, D.(1998)。Devolution and choice in education: the school, the state and the market。Buckingham。  new window
19.DfEE(1998)。Teachers: Meeting the Challenge of Change。London:The Stationery Office Limited。  new window
20.Apple, M. W.(1993)。Official knowledge: Democratic education in a conservative age。New York, NY:Routledge & Kegan Paul。  new window
21.Apple, Michael W.(1979)。Ideology and Curriculum。New York:Routledge and Kegan Paul。  new window
22.Ross, A.(2000)。Curriculum: Construction and critique。Falmer Press。  new window
23.Combleth, C.(1990)。Curriculum in context。Falmer Press。  new window
24.溫明麗(2000)。二十一世紀師資培育的品質考驗--以英國爲例。輯於中華民國比較教育學會 (主編)。臺北。  延伸查詢new window
25.周珮儀(1999)。左右爲難:新左派與新右派的教育政策社會學分析。第二屆臺灣教育社會學論壇。臺北。  延伸查詢new window
26.黃光雄(1992)。英國國定課程評析。中華民國比較教育學會 (主編)。臺北。  延伸查詢new window
27.Anning, A.(1995)。A national cuiriculum for key stage one。A national curriculum for the early years \ A. Anning (Ed.),。Buckingham。  new window
28.Armstrong, D. G.、Henson, K. T.、Savage, T. V.(1997)。Teaching today: An introduction to education.。New Jersey。  new window
29.Glatter, R.(2003)。Governance, autonomy and accountability in education.。Strategic leadership and educational improvement \ M. Preedy, R. Glatter, & C. Wise (Eds.),。London。  new window
30.Grumet, M. R.(1999)。Autobiography and reconceptaalization。Contemporary curriculum discourses \ W. F. Pinar (Ed.),。New York。  new window
31.Griffith, R.(2000)。National curriculum: National disaster?。London。  new window
32.Kelly, A. V.(1989)。The curriculum: Theory and practice (3rd ed.).。London。  new window
33.Omstein, A. C.(2003)。Teaching and teacher accountability。Contemporary issues in curriculum \ A. C. Omstein, L. S. Beliar- Horenstein, & E. F. Pajak (Eds.)。Boston。  new window
圖書論文
1.Goodlad, J. I.(1979)。The scope of curriculum field。Curriculum Inquiry: the Study of Curriculum Practice。New York, NY:Macmillan。  new window
2.Henderson, J. G.(1999)。The journey of democratic curriculum leadership。Understanding democratic curriculum leadership。New York, NY:Teachers College, Columbia University。  new window
3.Young, Michael F. D.(1971)。An approach to the study of curricula as socially organized knowledge。Knowledge and control: New directions for the sociology of education。London:Collier Macmillan。  new window
4.Bernstein, B.(1971)。On the classification and framing of educational knowledge。Knowledge and control: New directions for the sociology of education。Collier Macmillan。  new window
 
 
 
 
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