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題名：解析Beane對課程統整理論與實際的主張
書刊名：教育研究集刊
作者：單文經 引用關係
作者(外文)：Shan, Wen-jing
出版日期：2001
卷期：47
頁次：頁57-89
主題關鍵詞：課程統整；九年一貫課程；James A. Beane；Curriculum integration；Grade 1-9 curriculum reform
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(8) 博士論文(3) 專書(0) 專書論文(1)
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本文的主旨，在針對美國課程與教學學界主張課程統整最力的學者之一James A. Beane的重要主張作一番解析，希望能從中獲得對一些啟示。全文共分為六節。除前言與結論之外，另外四節，依序討論Beane對於課程統整意義的探究、課程統整的四個面向、課程統整的配套作法，以及課程統整面臨的挑戰。 Beane對於課程統整的意義，係採取狹義的觀點，認為應該利用真實世界的議題作為中心，而完全不考慮學科既有的界線。因而，他固然反對分立的學科本位組織，也不贊成平行學科、互補學科單元、統整日等作法，連多學科和科際整合二種課程組織，因為它們只是把現有的學科加以重編而已，也為Beane所反對。 Beane把課程統整當作一種理論，指出其具有四個面向。中中，經驗的統整、社會的統整和知識的統整三者是就課程統整的內容分析，其用意在提醒我們：課統整的內容應該兼顧經驗、社會和知識三者，而不能只注意知識的面向。至於把統整當作課程設計，則是就課程統整的形式來分析，其用意在提醒我們：若欲徹底實施課程統整，必須從課程設計開始，即作根本的改變。 Beane認為課程統整不僅是行事方法的不同而已，而是做一些非常不同的事。他不認為課程統整只是環繞著某些主題，把若干個科目的內容，作重新的安排。他認為課程統整，有著完整的配套作法。這些作法可歸納為(1)協同合作的設計；(2)卓越的教學方法；(3)整合的學習統體等三方面。 Beane提醒我們，課程統整充滿了心智與體力的挑戰。這些挑戰，有些是來自課程統整本身所具有的革新特性，有些則來自教育學術界和實務界許多難以轉變的文化，當然，還有各界對課程統整的誤解。這些挑戰可歸納為(1)班級內；(2)同事間；(3)其他各界人士等三方面。 本文最後一節指出，我國目前所推動的以「國民中小學九年一貫課程」為核心的課程改革之中的課程統整，乃是在既有的學科基礎之上，進行的多學科式或是科際整合式的課程統整，而非Beane嚴格定義下的完全課程統整。作者以為，即使是較寬鬆的多學科式或是科際整合式的課程統整，對於國內大多數的國民中小學教師而言，也是從未有的經驗。這裡牽涉到的不只是與教師專業知能有關的技術層面的因素，還牽涉到整個教師專業文化的轉型。因此，作者認為應採比較寬鬆的角度來看這次課程改革，不能嚴格零和的觀點來評論其成功或失敗，而要以點滴進步累積經驗的觀點來看，如果因為提供了機會與支持給中小學教師，而讓他們在目前的教學現場，能向前移動一小步，就算很不錯了。不過，任何改革的開始，總得有個可資「取法乎上」的參考點，Beane對於課程統整的理論與實際的主張，應該具有這樣的指標作用。否則，連「取法乎上」的依據都沒有，那麼「得乎其中」的可能性就會降低，終於「向下沈淪」而難以自拔。
This paper aims at analyzing the theory of curriculum integration advocated by James A. Beane. Beane’s definition of curriculum integration is analyzed. He defines curriculum integration in a narrow sense by insisting that it is an attempt to use real-world issues as organizing centers without regard for subject-area lines. He is against the multidisciplinary, interdisciplinary, and crossdisciplinary, and some other forms of curriculum organization because he believes they are merely a realignment of the existing subjects. Beane points out that curriculum integration must involve four dimensions: the integration of experiences, social integration, the integration of knowledge, and integration as a curriculum design. Beane reminds us that such a comprehensive theory of curriculum integration is more significant and promising than the curriculum arrangements that are incorrectly defined as “integration” in other discussions. Thirdly, Beane urges that curriculum integration be not simply about doing things differently, but about doing something really different. Curriculum integration is not meant to be about rearranging content from several subjects around some themes. He suggests that collaborative planning, high pedagogy, and integrative learning community are major measures of enacting the ideals of curriculum integration. Beane also reminds us that various aspects of challenges will come from inside the classroom, among colleagues, and other authorities. Curriculum practitioners must be very careful to deal with all the persons involved in this processes. In the last section of the paper, the author reflects that it is impossible to adopt Beane’s narrow definition of curriculum integration in the presently implemented grade 1 to 9 curriculum reform. A broad sense of definition of curriculum integration will offer good opportunities for teachers to try out some new ways of dealing with the issues of curriculum reform. Nevertheless, Beane’s theory of curriculum integration will set a good example for those curriculum practitioners.
期刊論文
1.Gardner, H.、Boix-Mansilla, V.(1994)。Teaching for Understanding in the Disciplines: And beyond。Teachers College Record，96(2)，198-218。  new window
2.Gatewood, T.(1998)。How valid is integrated curriculum in today's middle schools?。Middle School Journal，29(4)，38-41。  new window
3.George, P. S.(1996)。The integrated curriculum: A reality check。Middle School Journal，28(1)，12-19。  new window
4.Brophy, J.、Alleman, J.(1991)。A caveat: Curriculum integration isn't always a good idea。Educational Leadership，49(2)，66。  new window
5.Beane, J. A.(199504)。Curriculum integration and the disciplines of knowledge。Phi Delta Kappan，76(8)，616-622。  new window
6.Shoemaker, B. J. F.(1991)。Education 2000: Integrated Curriculum。Phi Delta Kappan，72(10)，793-797。  new window
7.Iran-Nejad, A.、McKeachie, W. J.、Berliner, D. C.(1990)。The multisource nature of learning: an introduction。Review of Educational Research，60(4)，509-517。  new window
8.單文經(20000700)。析論抗拒課程改革的原因及其對策--以國民中小學九年一貫課程為例。教育研究集刊，45，15-34。new window  延伸查詢new window
9.Beane, J. A.(1993)。What is an integrated curriculum?。Journal of the New England League of Middle Schools，6(3)，2-4。  new window
10.Beane, J. A.(1996)。How fare the curriculum integration movement?。Middle School Journal，5-11。  new window
11.(1996)。Curriculum integration: What's happening in schools?。Middle School Journal。  new window
12.Lounsbury, J.(1996)。Curriculum integration: Problems and prospects。Middle School Journal，28(1)，3-4。  new window
13.Roth, K.(1994)。Second thought about interdisciplinary studies。American Educator，18，44-48。  new window
會議論文
1.黃炳煌(1999)。談課程統整：以九年一貫社會科課程為例。九年一貫課程研討會，國立臺北師範學院課程與教學研究所 (會議日期: 1999/05/12)。臺北市：中華民國教材研究發展學會。252-257。  延伸查詢new window
2.饒見維(1999)。九年一貫課程與教師專業發展之配套實施策略。九年一貫課程研討會。臺北：中華民國教材研究發展學會。305-323。  延伸查詢new window
研究報告
1.教育部(1998)。國民教育九年一貫課程規劃專案報告。臺北：教育部。  延伸查詢new window
學位論文
1.王秀玲(1996)。臺灣地區「前期中等教育」課程重要論題之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Beane, J. A.(1995)。Toward a coherent curriculum-1995 yearbook of the association for supervison and curriculum development。Alexandria. VA：Association for Supervision and Curriculum Development。  new window
2.Dewey, John(1929)。The quest for certainty: A study of the relation of knowledge and action。New York：Minton, Balch & Company。  new window
3.Beane, J. A.(1993)。A Middle School Curriculum: From Rhetoric to Reality。Columbus, OH：National Middle School Association。  new window
4.Counts, George S.(1932)。Dare the School Build a New Social Order?。Dare the School Build a New Social Order?。Carbondale, IL：Southern Illinois University Press。  new window
5.Beane, J. A.(1990)。Affect in the curriculum: Toward democracy, dignity, and diversity。New York：Teachers College Press。  new window
6.Dewey, J.(1916)。Democracy and education: An introduction to the philosophy of education。New York, NY：Free Press。  new window
7.Dewey, J.(1938)。Experience and education。New York, NY：Touchstone。  new window
8.Hopkins, L. T.(1937)。Integration: Its meaning and application。New York：D. Appleton-Century。  new window
9.Drake, S. M.(1993)。Planning integrated curriculum: The call to adventure。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
10.Beane, James A.(1997)。Curriculum integration: Designing the core of democratic education。Teachers College, Columbia University。  new window
11.Bernstein, B.(1975)。Class, codes and control: Towards a theory of educational transmissions。London：Routledge & Kegan Paul。  new window
12.Apple, M. W.(1993)。Official knowledge: Democratic education in a conservative age。New York, NY：Routledge & Kegan Paul。  new window
13.Jacobs, Heidi Hayes(1989)。Interdisciplinary Curriculum: Design and Implementation。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
14.Bloom, Allan(1987)。The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students。New York：Simon and Schuster。  new window
15.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。台北：行政院教育改革審議委員會。  延伸查詢new window
16.Cuban, L.(1984)。How teachers taught: Constancy and change in American classrooms, 1890-1980。Longman。  new window
17.Henderson, James George、Hawthorne, Richard D.(2000)。Transformative curriculum leadership。Prentice-Hall, Inc.。  new window
18.彭新強(1997)。「優質學校教育」應是革新抑或是改進？。「優質學校教育」應是革新抑或是改進？。香港。  延伸查詢new window
19.單文經(1990)。美國中小學課程的新猷－統整教育。各國中小學課程比較研究。臺北。  延伸查詢new window
20.國立臺灣師範大學教育學系(2000)。九年一貫課程北區國民中學試辦學校工作坊手冊。九年一貫課程北區國民中學試辦學校工作坊手冊。臺北。  延伸查詢new window
21.單文經(1990)。美國初級中等教育階段的課程。各國中小學課程比較研究。臺北。  延伸查詢new window
22.單文經、黃光雄(1996)。課程統整的理念與作法。課程與教學。臺北。  延伸查詢new window
23.Adler, M.(1982)。The Paideia proposal。The Paideia proposal。New York, NY。  new window
24.Alexander, W. M.、Carr, D.、McAvoy, K.(1995)。Student-oriented curriculum: asking the right questions。Student-oriented curriculum: asking the right questions。Columbus, OH。  new window
25.(1995)。Democratic schools: Lessons from the chalk face。Democratic schools: Lessons from the chalk face。Alexandria, VA。  new window
26.Beane, J. A.、Lipka, R. P.(1986)。Self-concept, self-esteem, and the curriculum。Self-concept, self-esteem, and the curriculum。NY。  new window
27.Brady, M.(1995)。A supradisciplinary curriculum。Toward a coherent curriculum, 1995 Yearbook of the Association for Supervision and Curriculum Development。Alexandria, VA。  new window
28.Brodhagen, B. L.(1995)。The situation made us special。Democratic schools: Lessons from the chalk face。Alexandria, VA。  new window
29.Hirsch, E. D., Jr.(1987)。Cultural literacy。Cultural literacy。Boston, MA。  new window
30.Kilpatrick, W. H.(1941)。Remaking the curriculum。Remaking the curriculum。New York, NY。  new window
31.McEwin, C. K.、Dickenson, T. S.、Jenkins, D. M.(1996)。America's middle schools: Practices and progress: A 25 year perspective。America's middle schools: Practices and progress: A 25 year perspective。Columbus, OH。  new window
32.Pate, E.、Homestead, E.、McGinnis, K.(1996)。Making integrated curriculum work: Teachers, students, and the quest for a coherent curriculum。Making integrated curriculum work: Teachers, students, and the quest for a coherent curriculum。New York, NY。  new window
33.Smith, M.(1927)。Education and the integration of behavior。Education and the integration of behavior。New York, NY。  new window
34.Zapf, R. M.(1959)。Democratic process in the classroom。Democratic process in the classroom。Englewood Cliffs, NJ。  new window
圖書論文
1.周淑卿(2000)。面對統整課程與教學的教師文化。課程統整與教學。臺北：揚智。new window  延伸查詢new window
2.單文經(2000)。統整課程教學單元的設計。課程統整與教學。臺北：揚智出版社。new window  延伸查詢new window
3.Chin, R.、Benne, K. D.(1985)。General Strategies for Effecting Change in Human System。The Planning of Change。New York：Holt, Rinehart and Winston。  new window
 
 
 
 
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