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題名:Goodson課程史研究之批判論述分析
作者:黃月美
作者(外文):Huang Yueh-Mei
校院名稱:國立台北師範學院
系所名稱:教育政策與管理研究所
指導教授:歐用生
學位類別:博士
出版日期:2004
主題關鍵詞:課程史批判論述分析課程研究方法論Goodsoncurriculum historycritical discourse analysismethodology of curriculum research
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  • 被引用次數被引用次數:期刊(5) 博士論文(10) 專書(2) 專書論文(0)
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本研究旨在建構批判論述分析的方法論和分析架構,以此架構評析Goodson課程史研究,並評述批判論述分析在課程史研究方法論的蘊義,檢討批判論述分析架構的適用性。
首先,本研究從歷史研究典範和相關的論述理論,建構出本研究批判論述分析的方法論和分析架構;其次,以歷史學研究典範、課程史研究脈絡、知識社會學以及教育社會學的相關論述, 理解Goodson課程史研究的背景與理論基礎;再者,以批判論述分析的研究方法,參酌Goodson課程史研究的背景和理論基礎,進行Goodson課程史研究的批判論述分析(包括文本層次的分析、 產生/詮釋Goodson課程史研究的過程分析、以及產生/詮釋Goodson課程史研究之社會條件的社會分析。
第一個分析層次,分析Goodson課程史研究的「概念形構」系統和理論策略;第二個分析層次,分析Goodson課程史研究的主/客體形構與知識/權力關係;第三個分析層次,分析Goodson課程史研究的社會條件和權威性的建立,以及Goodson課程史研究正當性和有效性的宣稱。
最後,則依據批判論述分析與討論的結果提出結論,並對未來批判論述分析的應用提出建議。
This study aims to establish the methodology of critical discourse analysis and the framework of analysis. With this framework, Goodson’s curriculum history research will be criticized. In addition, the implication of discourse analysis used in the methodology of curriculum history research will be criticized and commented, and the appropriateness of the framework of discourse analysis will be discussed and criticized as well.
First, this study will be started with establishing the methodology of critical discourse analysis and the analysis framework by looking into the paradigm of historiography and relevant discourse theories. Secondly, this study will move onto the realization of the background and theory basis of Goodson’s curriculum research, by researching into the paradigm of historiography, the context of curriculum history research, and the relevant theories about knowledge sociology and education sociology. Thirdly, the critical discourse analysis of Goodson’s curriculum history research will be practiced by utilizing the research method of critical discourse analysis, and making reference to Goodson’s history research background and theory basis. This analysis includes the analysis of text level, the process analysis of production/ interpretation of Goodson’s curriculum history research, and the social analysis of production/ interpretation of the social conditions in Goodson’s curriculum history research.
There are three levels of analysis. The first one is the analysis of the ‘concept formation’ system and the theory strategy of Goodson’s curriculum history research. The second level is the analysis of the subjective/ objective formation and the knowledge/ power relation of Goodson’s curriculum history research. The third level is the analysis of the social conditions and the establishment of authority in Goodson’s curriculum history research, and the declaration of the justification and validity of Goodson’s curriculum history research.
Lastly, this study will be concluded by the results of critical discourse analysis and discussion, and furthermore, the application of critical discourse analysis in the future will be advised.
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