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來源文獻資料
摘要
外文摘要
引文資料
題名:
Made in Macao: How History, Politics and Teachers Frame Curriculum Practice
書刊名:
課程與教學
作者:
黃素君
/
黃明蕙
作者(外文):
Huang, Sou-kuan
/
Huang, Matilda
出版日期:
2010
卷期:
13:4
頁次:
頁61-109
主題關鍵詞:
澳門特別行政區政府
;
課程實踐
;
政策
;
Macao Special Administrative Region
;
Curriculum practice
;
Policy
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
3
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
2
點閱:60
澳門的課程發展模式並非中央或核心課程主導,殖民政府的不干預態度使澳門形成了「大市場,小政府」的政體,華人教育也因此呈現放任自流、自生自滅的狀態,多樣化的「校本課程」亦成為基本特徵。1995年首次出臺的官方課程只限於官立學校實施。1999年,回歸前夕發佈的官方課程成為歷史時刻的印記。回歸後特區政府增大對公共事務的投入,強化對教育的間接調控和干預。然而,在《基本法》對私立學校辦學自主權的確認下。政府主導的教改舉步維艱。近年來,政府採用各項資助政策吸引學校參與課程變革。本文探討歷史、政治和教師的課程理解形構本地課程的實踐,呈現「澳門製造」課程過程中的複雜問題和阻力。研究資料來自政府政策及前線教師的訪談資料。
以文找文
The mode of curriculum development in Macao is different from that in most Chinese societies where there is commonly the presence of a centralised or core curriculum. The long-standing non-intervention attitude from the Portuguese administration has left Macao a "big market, small government" regime in which the government had limited participation in overall social matters. In such a context, government policy was limited in actual practice and reduced to a visible symbol. Amongst different social matters, education is one of the most contested terrains prior to and following the handover of Macao to Chinese sovereignty in 1999. In Macao, the diversified "school-based curriculum" in all schools can be regarded as a prominent phenomenon in education. In the face of such curricular diversity, the government launched the first official curriculum in 1995 and the implementation of this curriculum was limited to government schools. A revised official curriculum was published in 1999 before the handover. With the shift of Macao's sovereignty to China in 1999, the Special Administrative Region of Macao (the Macao SAR) made great efforts to re-participate in all social matters including education so as to assume and resume its state responsibilities and intended to switch its administration to one that would signify a "strong government" regime. However, this change for intervention and introduction of any possible reforms on the part of the government encountered much "resistance" from local schools. The main reason is that the major components in the education system in Macao are private schools, not government schools, and these private schools enjoy a lot of "self autonomy" according to the Macao SAR Basic Law. The principle of self autonomy in these schools allows them to resist change and the reforms that the government introduces. In the post-1999 era, instead of forcefully implementing curriculum reform, the Macao SAR adopts a money-driven policy to effect changes in schools. This article discusses how history, politics and front-line teachers' perception can frame emerging curriculum practice in the territory. The discussion draws upon data from government policy documents and interviews with front-line teachers and unfolds the complexities involved in the negotiation for a "Made in Macao" curriculum.
以文找文
期刊論文
1.
黃素君(2008)。回歸後澳門公民教育發展路向的檢視。基礎教育學報,17(2),97-123。
延伸查詢
2.
黃素君、吳娟(2010)。澳門教育革新之路--淺析澳門校本課程的發展。西南大學學報(社會科學版),36(2),80-83。
延伸查詢
3.
Apple, M. W.(1992)。The text and the cultural politics。Educational Researcher,21(7),4-11。
4.
Ball, S. J.(2009)。Privatising education, privatising education policy, privatising educational research: Network governance and the ‘competition state’。Journal of Education Policy,24(1),83-99。
5.
Beck, J.(2008)。Governmental professionalism: Re-professionalising or de-professionalising teachers in England?。British Journal of Educational Studies,56(2),119-143。
6.
Charmaz, K.(1995)。Between positivism and postmodernism: Implications for methods。Studies in Symbolic Interaction,17,43-72。
7.
Kivinen, O.、Rinne, R.(1998)。State, governmentality and education: The Nordic experience。British Journal of Sociology of Education,19(1),39-52。
8.
Torres, C. A.(1989)。The capitalist state and public policy formation –Framework for a political sociology of educational policy making。British Journal of Sociology of Education,10 (1),81-102。
9.
Vong, S. K.(2006)。An excursion into the time tunnel of curriculum development in Macau: A story of discourses and practices。US-China Education Review,3,11-18。
10.
Yee, H. A.(1990)。Comparative study of Macau education system: Changing colonial patronage and native self-reliance。Comparative Education,26(1),61-71。
會議論文
1.
Rosa, A.(199003)。Macau education in the period of transition: An overview and prospects。The UNESCO International Congress for Planning and Management of Educational Development。Mexico, Mexico。
2.
蘇朝暉、郭曉明(200604)。優質教育的制度保障 : 澳門教育制度變革的內在價值。華人社會的教育發展學術研討會,澳門大學教育學院舉辦 。澳門:澳門大學。22-35。
延伸查詢
圖書
1.
Day, C.(1999)。Developing teachers: The challenges of life long learning。London, UK:Falmer Press。
2.
周淑卿(2005)。課程發展與教師專業。課程發展與教師專業。臺北市:高等教育。
延伸查詢
3.
Bray, M.、Packer, S.(1993)。Education in Small States: Concepts, Challenges and Strategies。Oxford:Pergamon Press。
4.
Day, C., Calderhead, J.,、Denicole, P.(1993)。Research on teacher thinking: Understanding professional development。Washington, DC:The Falmer Press。
5.
Marshall, Catherine、Rossman, Gretchen B.(1995)。Designing qualitative research。Sage Publications, Inc.。
6.
Smyth, J.、Shaddock, G.(1998)。Re-making teaching: ideology, policy, and practice。London & New York:Routledge。
7.
Ball, Stephen J.(1990)。Politics and Policy Making in Education: explorations in policy sociology。Routledge。
8.
Fullan, M. G.、Stiegelbauer, S.(1991)。The new meaning of educational change。New York。
9.
Stenhouse, Lawrence(1975)。An Introduction to Curriculum Research and Development。Heinemann Educational Books。
10.
蔡梓瑜(1993)。澳門普及教育的理論與實施。澳門:超越九九。香港。
延伸查詢
11.
Alexandersson, M.(1994)。Focusing teacher consciousness:What do teachers directtheir consciousness towards during their teaching。Teachers’minds and actions: Research on teachers’thinking and practice。London。
12.
Ball, S. J.(2006)。What is policy? Text, trajectories and toolboxes。Education policy and social class: The selected work of Stephen J. Ball。London。
13.
Bray, M.,、Kai, J.(2007)。Comparing systems。Comparative education research。Hong Kong。
14.
Bray, M.,、Kai, J.(2007)。Comparing systems。Comparative education research。Hong Kong。
15.
Bray, M.,、Hui, P.(1991)。Curriculum development in Macau。Curriculum development in East Asia。London,New York。
16.
Day, C.、Fernandez, A.、Hauge, T. E.、Moller, J. I.(2000)。The life and work of teachers: International perspectives in changing times。Falmer Press。
17.
Day, C.、Sachs, J.(2004)。International handbook on the continuing professional development of teachers。Open University Press。
18.
Day, C., Sammons, P., Stobart, G.., Kington, A.,、Gu, Q.(2007)。Teachers matter:Connecting lives,work and effectiveness。Maidenhead:。
19.
Direccao dos Servicos de Estatistica e Censos(2007)。By-census 2006。Macao。
20.
Direccao dos Servicos de Estatistica e Censos(2009)。Statistics 2008。Macao。
21.
Hargreaves, A.(1993)。Foreword。The lives ofteachers。New York。
22.
Lau, S. P.(2009)。A history of education in Macao。Macao。
23.
Marton, F.(1994)。On the structure of teachers’ awareness。Teachers’ minds and actions: Research on teachers’thinking and practice。London。
24.
Simola, H.(2000)。Construction of the Finnish teacher in the national steering documents of the 1990s: Tasks and qualifications。Reform policy and teacher professionalism in different Nordic countries。Oslo。
圖書論文
1.
Li, S. P. T.、Adamson, B.(1999)。Primary and secondary schooling。Education and society in Hong Kong and Macau: Comparative perspectives on continuity and change。Hong Kong:Comparative Education Research Centre, The University of Hong Kong。
2.
Kliebard, H. M.(1992)。Constructing a history of the American curriculum。Handbook of research on curriculum。New York:Simon & Schuster Macmillan。
3.
Green, J.(1998)。Teacher professionalism, teacher development and school improvement。Teacher research and school improvement。Buckingham:Open University Press。
4.
Clark, C. M.、Peterson, P. L.(1986)。Teachers' thought process。Handbook of research on teaching。New York:Macmillan Publishing Co.。
5.
Vong, S. K.(2007)。Discourses and practices of moral and civic education curriculum in secondary schools in the context of Macau。Social Education in the Asia-Pacific: Critical Issues and Multiple Perspectives。Charlotte, NC:Information Age Publishing。
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