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題名：系統典範作為引發典範躍遷的一種可能--以系統典範觀點探究「統整課程之課程發展」為例
書刊名：科學教育學刊
作者：黃譯瑩 引用關係
作者(外文)：Huang, Yi-ying
出版日期：2002
卷期：10:1
頁次：頁21-41
主題關鍵詞：系統典範；典範躍遷；統整課程系統；統整課程之課程發展；Systems paradigm；Paradigm transition；Integrated curriculum system；Curriculum development of integrated curriculum
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(1) 專書論文(0)
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  • 共同引用共同引用:584
  • 點閱點閱:31
　　　　　典範的「改變」可能有轉移、變革或躍遷等狀態，本文旨在分析系統典範的運作對於引典範躍遷之可能性，並進一步以系統典範觀點探究「統整課程之課程發展」，提供實際透過系統思維，辯證系統典範與典範躍遷關係；其次，以語言皆析與統典範的觀點討論「課程」存有與「課程發展」的意義，釐清「課程發展」與「課程設計」的關係，並討論以技術模式、實務模與批判模式來理解「統整課程之課程發展」的合宜性。接著，自系統典範觀點說明統整課程課程發展的結構、目的、功能與運作，探究統整課程系統中人類的定位系統之非加和性。最後，以系統典範觀點反思系統思維自己，提出以系統思維認識萬物或進行研究時之建議。
　　　　　There are three forms of paradigm change: paradigm translation, paradigm transformation, and paradigm transition. This paper aims to (1)justify the possibility of which systems paradigm inspires paradigm transition, and the then (2)apply the system paradigm perspective to probing "curriculum development of integrated curriculum" (CDIC). First, elucidated are three forms and logics of paradigm change, main thoughts of systems paradigm, and importantly, the possibility of systems paradigm to inspire paradigm transition. Then, the systems paradigm perspective is applied to explain the meaning of "curriculum development," to clarify its relation with "curriculum design," and analyze then appropriateness of interpreting curriculum development through the technology, practical or critical mode. Thirdly, based on the previous discussion, argued are the structure, purpose, function, motion and distinctive feature of CDIC, and how human beings participate in the coevolution with the integrated curriculum system. Finally, consciousness of systems paradigm on itself is reflected upon and suggestions for applying systems paradigm as a research viewpoint and position are proposed.
期刊論文
1.黃譯瑩(20010300)。從系統理論觀點探究活動課程與九年一貫綜合活動課程：本質、原理與展望。應用心理研究，9，215-251。new window  延伸查詢new window
2.黃譯瑩(19981000)。課程統整之意義探究與模式建構。國家科學委員會研究彙刊. 人文及社會科學，8(4)，616-633。  延伸查詢new window
3.歐用生(19990100)。從「課程統整」的概念評九年一貫課程。教育研究資訊，7(1)，22-32。new window  延伸查詢new window
圖書
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3.Schubert, W. H.(1986)。Curriculum: Perspective, paradigm, possibility。New York, NY：Macmillan。  new window
4.Briggs, J. P.、Peat, F. D.(1989)。Turbulent mirror: An illustrated guide to chaos theory and the science of wholeness。New York：Haper and Row。  new window
5.Wilson, Edward Osborne(1998)。Consilience : the unity of Knowledge。New York, NY：Alfred A. Knopf, Inc.：Random：Vintage Books。  new window
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7.Miller, J. P.、Cassie, J. R. B.、Drake, S. M.(1990)。Holistic learning: A teacher's guide to integrated studies。Toronto：The Ontario Institute for Studies in Education。  new window
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9.Warwick, D.(1975)。Curriculum Structure and Design。London：Univversity of London Press。  new window
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12.施良方(1997)。課程理論：課程的基礎、原理與問題。麗文文化事業股份有限公司。  延伸查詢new window
13.Jantsch, Erich(1980)。The self-organizing universe: Scientific and human implications of the emerging paradigm of evolution。New York, NY：Pergamon Press。  new window
14.Fogarty, R.(1991)。The mindful school: How to integrate the curricula。Skylight Publishing。  new window
15.黃炳煌(1997)。課程理論之基礎。臺北：文景。  延伸查詢new window
16.Tanner, D. T.、Tanner, L. N.(1975)。Curriculum Development。New York：MacMillan。  new window
17.Briggs, J.、Peat, F. D.(1984)。Looking glass universe: The emerging science of wholeness。New York, NY：Simon and Schuster。  new window
18.McCutcheon, G.(1995)。Developing curriculum: Solo and group deliberation。New York：Longman。  new window
19.Pagels, H. R.(1982)。The cosmic code: Quantum physics as the language of nature。New York：Simon and Schuster。  new window
20.Prigogine, I.、Stengers, I.(1984)。Order Out of Chaos: Man's New Dialogue with Nature。New York, NY：Bantam Books。  new window
21.Gleick, James(1987)。Chaos: Making a New Science。New York, NY：Viking。  new window
22.Jacobs, Heidi Hayes(1989)。Interdisciplinary Curriculum: Design and Implementation。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
23.李子建、黃顯華(1996)。課程 : 範式、取向和設計。台北：五南。new window  延伸查詢new window
24.顏澤賢(19930801)。現代系統理論。臺北：遠流出版公司。  延伸查詢new window
25.Pratt, D.(1980)。Curriculum: Design and development。New York, NY：Harcourt Brace Jovanovich。  new window
26.Zais, R. S.(1976)。Curriculum: Principles and Foundations。New York：Harper & Row。  new window
27.Heidegger, Martin、孫周興(1993)。走向語言之途。台北：時報文化出版社。  延伸查詢new window
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29.黃光國(19980000)。知識與行動：中華文化傳統的社會心理詮釋。臺北：心理。new window  延伸查詢new window
30.Lawton, Denis(1975)。Class, culture and the curriculum。London：Routledge & Kegan Paul。  new window
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32.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
33.Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
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35.吳俊升(197208)。教育哲學大綱。臺北市：商務。  延伸查詢new window
其他
1.王東生和曹磊(1995)。混沌、分形及其應用。  延伸查詢new window
2.泰勒（Tyler, R. W.）黃炳煌譯(1981)。課程與教學基本原理。  延伸查詢new window
3.黃政傑(1994)。課程設計。  延伸查詢new window
4.盧政春(1992)。當代社會學系統理論大師：尼可拉斯‧盧曼。  延伸查詢new window
5.簡楚瑛(1981)。我國課程發展模式之初探。  延伸查詢new window
6.羅曉南(1993)。哈伯瑪斯對歷史唯物的重建。  延伸查詢new window
7.Atkin, J. M.(1970)。Behavioral objectives in curriculum design: A cautionary note。  new window
8.Davies, I. K.(1976)。Objectives in curriculum design。  new window
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10.Gay, G.(1985)。Curriculum development。  new window
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18.Taba, H.(1962)。Curriculum development: Theory into practice。  new window
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圖書論文
1.Posner, G. J.(1988)。Models of Curriculum Planning。The Curriculum: Problems, Politics and Possibilities。Albany, NY：Sate University of New York Press。  new window
2.Ford, J.、Backoff, R.(1988)。Organizational change in and out of dualities and paradox。Paradox and transformation: Toward a theory of change in organization and management。Cambridge：Ballinger。  new window
3.Klein, M. F.(1985)。Curriculum design。The international encyclopedia of education。Oxford：Pergaman。  new window
 
 
 
 
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