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題名：國小教師對重大議題課程政策實施之個人釋意分析
書刊名：課程與教學
作者：葉明政
作者(外文)：Yeh, Ming-cheng
出版日期：2014
卷期：17:4
頁次：頁173-205
主題關鍵詞：釋意；政策實施；課程政策；重大議題；Sensemaking；Policy implementation；Curriculum policy；Crucial issues
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(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:147
  • 點閱點閱:52
本研究根據Karl Weick、David Cohen與James Spillane等學者的論述，奠基於認知觀點來理解重大議題課程政策實施問題。本研究採取質性研究傳統的個案研究策略，藉由訪談與文件分析，探討一位女性小學老師（施老師，匿名）如何對重大議題課程政策產生釋意，關注個案教師如何對課程政策訊息賦予意義，以及這些意義如何影響其後續教學作為，並進一步分析影響其釋意的因素。本研究主要發現施老師多以原有心智模式來面對重大議題課程政策（不論課綱微調前後皆然），且其釋意深受個人因素之影響。最後，本研究據此提出若干建議，以為重大議題課程政策決策者之參考。
The study is situated within a cognitive framework for understanding the problematic implementation of the curriculum policy of the crucial issues (CPCI) and draws upon insights by Karl Weick, David Cohen, and James Spillane. Building upon the ideas of those scholars, this study adopts qualitative case study as research strategy, and draws on interviews and document reviews, to explore how an elementary female teacher (Teacher Shi, anonymous) makes sense of the CPCI, and focuses on how she constructs the meaning of the curriculum policy messages and her own behavior, and analysis of what factors impact on her sensmaking. This study discovers Teacher Shi chooses to interpret and enact the CPCI with her original mental models, and her sensemaking of the CPCI was deeply influenced by her personal factors. Finally, further suggestions were offered basing on the above conclusions. Hopefully, this study will provide valuable reference for the policymakers of CPCI.
期刊論文
1.Smit, B.(2003)。Can qualitative research inform policy implementation? Evidence and arguments from a developing country context。Forum: Qualitative Social Research，4(3)。  new window
2.Spillane, J. P.、Miele, D. B.(2007)。Evidence in practice: A framing of the terrain。Yearbook of the National Society for the Study of Education，106(1)，46-73。  new window
3.李子建(20100000)。環境教育與課程改革：理論與實踐。Education Journal，38(1)，119-132。new window  延伸查詢new window
4.Cohen, D. K.(1990)。A revolution in one classroom: The case of Mrs. Oublier。Educational Evaluation and Policy Analysis，12(3)，311-329。  new window
5.Spillane, J. P.、Reiser, B. J.、Reimer, T.(2002)。Policy implementation and cognition: Reframing and refocusing implementation research。Review of Educational Research，72(3)，387-431。  new window
6.張芬芬(20100400)。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。new window  延伸查詢new window
7.Weick, Karl E.、Sutcliffe, Kathleen M.、Obstfeld, David(2005)。Organizing and the Process of Sensemaking。Organization Science，16(4)，409-421。  new window
研究報告
1.張嘉育、葉興華(2010)。中小學課程政策之整合研究：學校本位課程與重大議題探究 (計畫編號：NAER-98-12-A-1-02-00-3-01)。  延伸查詢new window
學位論文
1.朱敏鳳(2009)。國小二年級以性別角色為主題之行動研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.鄭淑慧(2012)。國小一年級教學文化研究(博士論文)。國立臺北教育大學。new window  延伸查詢new window
圖書
1.Honig, M. I.(2006)。Complexity and policy implementation: Challenges and opportunities for the field。New directions in education policy implementation: Confronting complexity。Albany, NY：State University of New York Press。  new window
2.Morris, P.、Adamson, B.(2010)。Curriculum, schooling and society in Hong Kong。Hong Kong：Hong Kong University Press。  new window
3.莊明貞(2012)。課程改革：理念、趨勢與議題。臺北：心理。  延伸查詢new window
4.尹弘飈、李子建(2008)。課程變革：理論與實踐。台北：高等教育出版社。  延伸查詢new window
5.Fowler, F. C.(2009)。Policy studies for educational leaders: An introduction。N. J.：Upper Saddle River, N.J.：Pearson Education：Merrill。  new window
6.教育部(2011)。97年國民中小學九年一貫課程綱要(100學年度實施）。  延伸查詢new window
7.Merriam, Sharan B.、Elizabeth, J. T.(2009)。Qualitative research: A guide to design and implementation。San Francisco, California：John Wiley & Sons, Inc.。  new window
8.Weick, Karl E.(1995)。Sensemaking in Organizations。Sage。  new window
9.Spillane, J. P.(2004)。Standards deviation: How schools misunderstand education policy。Cambridge, MA：Harvard University Press。  new window
10.Yin, Robert Kuo-Zuir(2009)。Case Study Research: Design and Methods。Sage Publications。  new window
其他
1.國家教育研究院(2014)。十二年國民基本教育課程綱要總綱、Q＆A及說明手冊，http://www.naer.edu.tw/files/15-1000-6033,c1174-1.php。  延伸查詢new window
2.教育部(2012)。國民中小學九年一貫課程微調綱要(重大議題)，http://140.111.34.54/EJE/content.aspx?site_content_sn=15326。  延伸查詢new window
圖書論文
1.蕭昭君(2006)。如何討論嘻嘻娘娘腔。擁抱玫瑰少年。臺北：女書文化。  延伸查詢new window
2.Datnow, A.、Park, V.(2009)。Conceptualizing policy implementation: Large-scale reform in an era of complexity, Handbook of education policy research。Handbook of education policy research。Washington, DC：American Educational Research Association。  new window
3.Spillane, J. P.、Reiser, B. J.、Gomez, L. M.(2006)。Policy implementation and cognition: The role of human, social, and distributed cognition in framing policy implementation。New directions in education policy implementation: Confronting complexity。New Albany, NY：The State University of New York Press。  new window
4.Weick, K. E.(2005)。The experience of theorizing: Sensemaking as topic and resource。Great minds in management: The process of theory development。New York：Oxford University Press。  new window
 
 
 
 
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