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題名:改革學校課程--香港目標為本課程改革的啟示
書刊名:基礎教育學報
作者:莫禮時陳嘉琪盧敏玲
作者(外文):Paul, MorrisChan, Ka-kiLo, Mun-ling
出版日期:1997
卷期:7:1
頁次:頁1-20
主題關鍵詞:香港課程改革教育改革教學
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(1) 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:0
  • 點閱點閱:38
     本文準備探討兩個相關的問題。第一,對教師來說,哪些教育改革的特色和改革策略出現問題﹖第二,學校採用了哪些有效的改革措施﹖本文中的分折源於我們正在進行的一項研究。這項研究旨在評估香港目標為本課程的效果。推行改革的決策者通常會把改革形容成一個獨立的凌駕於先前所有的改革之上的新措施,而且必須用一系列全新的步驟及教學策略,才可以把方案落實。他們視改革政策為成及完善的產品,而把推行改革的失敗歸咎於學校及教師。但學校及教師的反應則並非如。此我們的研究顯示,教師和學校是憑著已有的經驗和認識來詮釋和對待改革的。他們似乎以一種類似於社會建構主義描繪的人學習方式在學習。
     Our goal in this paper is to address two interrelated questions. Firstly. What features of educational reforms and the strategies used to promote them are perceived as problematic by school personnel﹖Secondly, what practices did schools introduce which facilitated school improvement﹖ Our analysis draws on study we are currently conducting which is designed to examine the impact of the Target Oriented Curriculum in Hong Kong primary schools. Policy makers tend to portray reforms as singular entities which take precedence over earlier reforms and require a series of rational steps to move from precept to practice. They tend to regard the reform as a product perfect and final in itself and blame the non-implementation on teachers. Schools and teachers, on the other hand, adopt very different perspectives and their concerns usually do not overlap with those of policy makers. The pattern that emerged from our study indicated that teachers interpreted reforms in terms of their prior experiences and understandings and learnt in ways consistent with those described by social constructivists of human learning.
期刊論文
1.Elmore, R. F.(1996)。Commentary: School reform, teaching and learning。Journal of Education Policy,11(4),499-504。  new window
2.Spady, William G.(1994)。Choosing outcomes of significance。Educational Leadership,51(6),18-22。  new window
圖書
1.莫禮時、伍婉瑩、吳鳳平、高寶玉、區美蘭、陳嘉琪、陳慧賢、莫懿德、黃碧霞、黃慧薇、鮑勃阿當遜、黎歐陽汝穎、盧敏玲(1997)。「目標為本課程」評鑑研究中期報告。香港大學教育學院在職教師進修課程暨香港教育署程發展處。  延伸查詢new window
2.Clark, J.、張永德(1996)。提高學習素質:香港目標為本課程的架構。香港:匯豐銀行語文基金會:香港教育學院。  延伸查詢new window
3.Education Department(1994)。Improving the quality of learning (HKBLDF/ILE1994)。Hong Kong:Government Printer。  new window
4.Fullan, Michael G.(1991)。The New Meaning of Educational Change。Cassell。  new window
5.Morris, P.、Adamson, R.、Au, M. L.、Chan, K. K.、Chan, W. Y.、Ko, P. Y.、Lai Auyeung, W.、Lo, M. L.、Morris, E.、Ng, F. P.、Ng, Y. Y.、Wong, W. M.、Wong, Pik Ha(1996)。Target Oriented Curriculum evaluation project: Interim report。Hong Kong:INSTEP, Faculty of Education, The University of Hong Kong。  new window
6.Tyack, David、Cuban, Larry(1995)。Tinkering toward utopia: A century of public school reform。Harvard University Press。  new window
7.Vygotsky, Lev Semyonovich(1978)。Mind in society: The development of higher psychological processes。Harvard University Press。  new window
其他
1.Eliot, T. S.(1932)。Poems 1909-1925/T.S. Eliot,London:Faber and Faber Ltd。  new window
圖書論文
1.Snyder, J.、Bolin, F.、Zumwalt, K.(1992)。Curriculum implementation。Handbook of Research on Curriculum。New York, NY:Macmillan Press。  new window
 
 
 
 
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