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題名：失去的信任能找回來嗎：一個關於教師與課程改革的故事
書刊名：課程與教學
作者：黃騰 引用關係／歐用生
作者(外文)：Huang, Teng／Ou, Yung-sheng
出版日期：2009
卷期：12:2
頁次：頁161-192
主題關鍵詞：課程改革；教師實務知識；信任；存在意義；行動者分層模式；Curriculum reform；Teacher practical knowledge；Trust；Meaning；Stratification model of the agent
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(4) 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:3
  • 共同引用共同引用:34
  • 點閱點閱:113
本文想說一個關於九年一貫課程統整改革下的故事，這是一個有關教師們如何對改革失去「信任」的故事。我們企圖以說故事的方式，來呈現教師個人與社會結構間的複雜性。但為了避免故事淪為教師的自戀表現和為了能做為教育社群對話的媒介，我們歸納整理了來自一所學校中十二個教師的故事，並以A. Giddens的行動者分析模式來詮釋這個故事裡的意涵。最後我們想根據這個故事給我們的經驗，思考未來課程改革是否有可能喚回教師的信任，及如何可倉旨的具體方式。
The study was an attempt to tell a story about the reform of curriculum integrated in Grade 1-9 and about how teachers lost their trust during the process of curriculum reform, with the hope that the story could reflect the complexity of the interactions between teachers and social structure. To avoid the problem of narcissism in personal story, the researchers told the story that interweaved twelve stories of teachers. Besides, in order to provide the medium of dialogue among the education research communities, the researchers tried to analyze the story by the conceptual framework of A. Giddens' stratification model of the agent. Finally, according to the implications of the story, the researchers tried to not only find the ways that can rebuild the trust of the teachers but also provide suggestions for the curriculum reform in the future.
期刊論文
1.Clandinin, D. J.、Huber, J.(2005)。Interrupting School Stories and Stories of School: Deepening Narrative Understandings of School Reform。Journal of Educational Research and Development，1(1)，43-61。  new window
2.Grumet, M.(1990)。Retrospective: Autobiography and the Analysis of Educational Experience。Cambridge Journal of Education，20(3)，321-326。  new window
3.宋佩芬(20040300)。九年一貫課程改革的變與不變--國中階段社會學習領域的個案研究。淡江人文社會學刊，18，101-127。new window  延伸查詢new window
4.黃騰(20051200)。從「角色」到「自我」--論教師改變的歷史困境與可能。教育研究集刊，51(4)，89-116。new window  延伸查詢new window
5.歐用生、黃騰(20070900)。「銜接」課程統整的理論與實踐：以臺灣九年一貫改革下的教師觀點為例。課程研究，3(1)，1-28。new window  延伸查詢new window
6.Schwab, Joseph J.(1983)。The Practical 4: Something for Curriculum Professors to Do。Curriculum Inquiry，13(3)，239-265。  new window
7.丘愛玲(2003)。中小學教師實施課程統整之問題評析與解決之道。中等教育，54(4)，110-121。  延伸查詢new window
8.莊明貞(2003)。九年一貫課程中有關學校課程統整與實施問題之分析。現代教育論壇，8，340-357。  延伸查詢new window
9.Anderson, L. W.(1997)。The Stories Teachers Tell and What They Tell Us。Teaching and Teacher Education，13(1)，131-136。  new window
10.Beijaard, D.、Driel, J. V.、Verloop, N.(1999)。Evaluation of Story-line Methodology in Research on Teachers' Practical Knowledge。Studies in Educational Evaluation，25，47-62。  new window
11.Clandinin, D. J.、Connelly, F. M.(1998)。Stories to Live by: Narrative Understands of School Reform。Curriculum Inquiry，28，149-164。  new window
12.Doyle, W.(1997)。Heard Any Really Good Stories Lately? a Critique of the Critics of Narrative in Educational Research。Teaching and Teacher Education，13(1)，93-99。  new window
13.Goodson, I. F.(1997)。Representing Teachers。Teaching and Teacher Education，13(1)，111-117。  new window
學位論文
1.陳黎珍(2002)。國民中學社會領域課程實施之個案研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.林靜芳(2000)。國中社會科統整課程的設計與發展(碩士論文)。國立臺灣師範大學，台北。  延伸查詢new window
3.黃騰(2007)。A. Giddens反思現代性理論及其對課程理論之啟發，0。  延伸查詢new window
4.潘道仁(2003)。國民中學九年一貫課程實施現況調查研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.劉怡欣(2005)。國民中學社會學習領域課程統整之評估研究--現職老師與行政人員的觀點(碩士論文)。東海大學。  延伸查詢new window
6.黃嘉倫(2001)。國民中小學實施統整課程的難題與解決對策之研究。  延伸查詢new window
圖書
1.Mead, G. H.(1974)。Mind, Self and Society。Chicago, Ill.：University of Chicago Press。  new window
2.Giddens, Anthony(1979)。Central Problems in Social Theory。London, UK：The MacMillan Press。  new window
3.Giddens, Anthony(1991)。Modernity and Self-Identity: Self and Society in the Late Modern Age。Cambridge：Blackwell Publishers。  new window
4.Bauman, Zygmunt(2001)。The Individualized Society。Polity Press。  new window
5.Giddens, Anthony(1984)。The Constitution of Society: Outline of the Theory of Structuration。Cambridge：Polity Press。  new window
6.Clandinin, D. Jean、Connelly, F. Michael(1995)。Teachers' professional knowledge landscapes。New York：Teachers College Press。  new window
7.Bauman, Zygmunt(1993)。Postmodern Ethics。Blackwell。  new window
8.Giddens, Anthony(1990)。The Consequences of Modernity。Stanford, CA：Stanford University Press。  new window
9.Hansen, D. T.(2001)。Teaching as a Moral Activity。Handbook of Research on Teaching。Washington, DC。  new window
10.Schutz, A.、Luckmann, T.(1973)。The Structures of the Life World, Vol. I。The Structures of the Life World, Vol. I。Evanston, IL。  new window
圖書論文
1.Pinar, W. F.(1991)。Curriculum as social psychoanalysis: On the significance of place。Curriculum as social psychoanalysis: The significance of place。Albany, NY：State University of New York Press。  new window
2.Munby, H.、Russell, T.、Martin, A. K.(2001)。Teachers' Knowledge and How It Develops。Handbook of Research on Teaching。American Educational Research Association。  new window
3.Goodson, I. F.(1998)。Storying the Self: Life Politics and the Study of the Teacher's Life and Work。Curriculum: Toward New Identities。Garland。  new window
4.Richardson, V.、Placier, P.(2001)。Teacher change。Handbook of Research on Teaching。American Educational Research Association。  new window
5.Connelly, F. M.、Clandinin, D. J.(1991)。Narrative Inquiry: Storied Experience。Forms of Curriculum Inquiry。New York, NY：State University of New York Press。  new window
 
 
 
 
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