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題名：學校本位課程評鑑的知識基礎--教師實踐知識
書刊名：教育研究集刊
作者：林佩璇
作者(外文)：Lin, Pei-hsuan
出版日期：2002
卷期：48:3
頁次：頁183-210
主題關鍵詞：課程評鑑；學校本位課程評鑑；教師實踐知識；Curriculum evaluation；School-based curriculum evaluation；Teachers' practical knowledge
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  • 被引用次數被引用次數:期刊(5) 博士論文(5) 專書(1) 專書論文(0)
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　　　　　學校課程是一個不斷建構、更新的過程，九年一貫課程革新強調課程不再只是固 定的教科書，而是活化的內容。如果要因應學生、學校、以及社會變遷的需求，提升課程品 質，以學校為主體的評鑑-學校本位課程評鑑，成了課程發展中一體兩面的必然機制。過去 ，學校教師的聲音在課程發展和評鑑中是隱而不顯的，甚至被忽略，久而久之，教師也懷疑 自己是否擁有足夠的知識能夠改進課程。然而在參與評鑑過程中，教師必須討論課程的適切 性，呈現自己的觀點和論述，教師不僅要知道自己擁有什麼知識可進行課程改進，也要課解 這上些知識是如何建構出來的，以作為下一個行動的依據。參與課程評鑑也正是教師藉以展 現教師實踐知識，進行專業判斷的契機。 目前學校進行課程發展多流於呈現課程內容的書面作業，對課程目標、內容、實施等適 切性的問題並未更進一步探析。較之歐美國家，如美國、英國、澳大利亞、以色列等國教育 人員對學校本位課程評鑑及教師專業知識的研究上，臺灣有關學校本位課程評鑑的系統研究 相當有限，更缺少對教師知識深入探討。本文旨在探討教師如何透過學校本位課程評鑑展現 其實踐知識。首先說明，學校本位課程評鑑是對傳統由上而下強調績效取向評鑑的一種反思 ，主張課程評鑑是一協商、行動研究、和學習的歷程，不僅要注意總結的功能，更應發揮形 成性和啟蒙的功用。其認，分析在傳統評鑑中，教師實踐知識易被忽略致使評鑑不能滿足學 校課程和改進需求。學校本位課程評鑑主張教師的實踐知識在學校課程發展上是不可或缺的 基礎，如此方可發揮教師自主決策的角色，提高資源的有效應用，以增加課程實用程度。第 三部分，除探討教師知識的義涵外，並從靜態及動態兩個層面分析教師如何使用和建構其實 踐知識於學校本位課程評鑑的運作過程中。最後，作者認為教師應學習將參與課程評鑑的知 識和經驗作一有力的宣稱，以反省自己的專業角色，重視課程評鑑的重要義涵，透過實踐者 的自省和對話，發揮評鑑的積極功能，為學校課程建立一個更紮實的改進空間。
　　　　　This study aims to investigate how teachers hold and demonstrate their practical knowledge when participating in school-based curriculum evaluation (SBCE). Traditionally, under a centralized educational structure, curriculum evaluation has not been included in teachers' professional activities. Most of the researchers pay much attention on static curriculum products; less work has been done to investigate the dynamic process of curriculum evaluation and refinement. The new Nine-year Curriculum policy emphasizes that curriculum should build on the needs of each particular school. To ensure curriculum quality, internal evaluation system, SBCE has become a major concern in schools. In SBCE, teachers must discuss the appropriateness of curriculum, to express their own opinions and ideas. In other words, teachers must be aware of the foundations and structure of their own practical knowledge in order to lead future curriculum actions. The main contents of this study include four sections. Firstly, it proposes that the origin of SBCE is based on dissatisfactions with traditional top-down evaluation model. The basic functions of SBCE schould not only focus on summative, but also on formative and enlightenment functions. Then, it analyzes the significance, nature and orientations of teachers' practical knowledge in SBCD. Thirdly, it explores both the static and dynamic dimensions to interpret how teachers hold and construct their practical knowledge in particular SBCE context. Finally, this study encourages teachers to make claims to their practical knowledge as a way of reflecting on their professional roles and as a way of generating local knowledge to validate given knowledge about evaluation for curriculum development and improvement.
期刊論文
1.林佩璇(20000800)。行動研究與課程發展。研習資訊，17(4)，36-41。  延伸查詢new window
2.Alvik, Trond(1995)。School-Based Evaluation: A Close-Up。Studies in Educational Evaluation，21(3)，311-343。  new window
3.Garaway, G. B.(1995)。Participatory evaluation。Studies in Educational Evaluation，21，85-102。  new window
4.林佩璇(20010800)。學校本位課程評鑑。教育研究資訊，9(4)，83-96。new window  延伸查詢new window
5.Wallace, Mike(1987)。A historical review of action research: some implications for the education of teachers in their managerial role。Journal of Education for Teaching，13(2)，97-115。  new window
6.Buchmann, M.(1987)。Teaching knowledge: the lights that teachers live by。Oxford Review of Education，13(2)，151-164。  new window
7.Clandinin, D. Jean(1985)。Personal practical knowledge: A study of teachers' classroom images。Curriculum Inquiry，15(4)，361-385。  new window
8.Berliner, D. C.(1976)。Impediments to the study of teacher effectiveness。Journal of Teacher Education，27(1)，5-13。  new window
9.Connelly, F. M.、Clandinin, D. J.(1990)。Stories of experience and narrative inquiry。Educational Researcher，19(5)，2-14。  new window
10.Elbaz, Freema(1981)。The Teacher's "Practical Knowledge": Report of a Case Study。Curriculum Inquiry，11(1)，43-71。  new window
11.Cronbach, Lee J.(1963)。Course improvement through evaluation。Teachers College Record，64(8)，672-683。  new window
12.張嘉育、黃政傑(20010400)。學校本位課程評鑑的規劃與實施。課程與教學，4(2)，85-109+157。new window  延伸查詢new window
13.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
14.Clandinin, D. J.、Connelly, F. M.、He, M. F.(1997)。Teachers' personal knowledge on the professional knowledge landscape。Teaching and Teacher Education，13(7)，665-674。  new window
15.Connelly, M.(1972)。The functions of curriculum development。Interchange，3(2/3)，161-177。  new window
16.Fenstermacher, G. D.(1994)。The knower and the know: The nature of knowledge in research on teaching。Review of Research in Education，20，2-56。  new window
17.Taylor, M.、Hart, P.、Robottom, I.(1994)。Dilemmas of Participatory Enquiry: A Case Study of Method-in-action。Assessment & Evaluation in Higher Education，19(3)，201-214。  new window
18.Hultman, G.、Horvwef, C.(1995)。Teachers' informal rationality。Science Communication，16(3)，341-354。  new window
19.Lytle, S. L.、Cochran-Smith, M.(1992)。Teacher research as a way of knowing。Harvard Educational Review，62(4)，447-474。  new window
20.Russell, T. L.(1987)。Research, practical knowledge, and the conduct of teacher education。Educational Theory，37(4)，369-377。  new window
21.Trumbuall, D. J.(1986)。Practitioner knowledge: An examination of the artistry in teaching。The Journal of Educational Thought，20(3)，113-124。  new window
22.Webb, K. M.(1995)。Not even close: Teacher evaluation and teachers' personal practical knowledge。Journal of Educational Thought，29(3)，205-226。  new window
23.Schwab, J. J.(1969)。The Practical: A Language for Curriculum。School Review，78(1)，1-23。  new window
會議論文
1.Acland, J. W.(1992)。Cooperative School-Based Curriculum Evaluation: A Model in Action。San Francisco, CA。  new window
2.Greene, J.、Southare, M.(1995)。Participatory approaches to Evaluation for supporting school management: Three case studies。San Francisco, CA。  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.林佩璇(1999)。學校本位課程發展的個案研究：臺北縣鄉土教學活動的課程發展(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.Eisner, E. W.(1994)。The Educational Imaginations: On the Design and Evaluation of School Programs。New York, NY：Macmillan。  new window
2.Norris, N.(1990)。Understanding educational evaluation。New York, NY：St. Martin's Press。  new window
3.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。London：Croom Helm。  new window
4.(1974)。Curriculum Evaluation。London, UK：Heath, D. C.。  new window
5.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
6.Davis, E. D.(1981)。Teachers as curriculum evaluators。London：Boston：George Allen & Unwin：George Allen & Unwin。  new window
7.Altrichter, Herbert、Posch, Peter、Somekh, Bridget、夏林清、蕭幸玲、林益民、黃宜敏、中華民國基層教師協會(1997)。行動研究方法導論--教師動手作研究。臺北：遠流。  延伸查詢new window
8.McNiff, Jean、Lomax, Pamela、Whitehead, Jack(1996)。You and Your Action Research Project。Routledge。  new window
9.Nevo, David(1995)。School-based evaluation: A dialogue for school improvement。Tel Aviv：Masada。  new window
10.Jackson, P. W.(1992)。Handbook of research on curriculum: A project of the American Educational Research Association。New York：Macmillan。  new window
11.McKernan, J.(1991)。Curriculum action research: A handbook of methods and resources for the reflective practitioner。NY：St. Martin's Press。  new window
12.Davis, E.(1980)。Teachers as curriculum evaluators。Sydney：London：George Allen & Unwin。  new window
13.Hamilton, D.(1976)。Curriculum Evaluation。London：Open Books。  new window
14.Hill, J. C.(1986)。Curriculum evaluation for school improvement。Springfield, Illinois：Charles C Thomas。  new window
15.Lewy, A.(1977)。Handbook of curriculum evaluation。New York：Longman。  new window
16.Nixon, J.(1992)。Evaluating the whole curriculum。Milton Keynes：Open University Press。  new window
17.Bruner, J. S.、宋文里(1996)。教育的文化。臺北：遠流。  延伸查詢new window
18.Eisner, E. W.(1982)。Cognition and Curriculum - A Basis for Deciding What to Teach。N.Y.：Longman。  new window
19.Stake, Robert E.(1995)。The Art of Case Study Research。Sage Publications。  new window
20.Gage, N. L.(1978)。The scientific basis of the art of teaching。Teachers College Press, Columbia University。  new window
21.黃光雄、蔡清田(1999)。課程設計：理論與實際。臺北市：五南。  延伸查詢new window
22.黃政傑(1987)。課程評鑑。臺北：師大書苑。  延伸查詢new window
23.陳惠邦(1998)。教育行動研究。師大書苑。  延伸查詢new window
24.Cochran-Smith, M.、Lytle, S. L.(1993)。Inside/outside: Teacher research and knowledge。New York：Teachers College Press。  new window
25.Lincoln, Yvonna S.、Guba, Egon G.(1989)。Fourth generation evaluation。Sage Publications。  new window
26.Carr, Wilfred、Kemmis, Stephen(1986)。Becoming Critical: Education, Knowledge, and Action Research。Falmer Press。  new window
27.Stenhouse, Lawrence(1975)。An Introduction to Curriculum Research and Development。Heinemann Educational Books。  new window
28.Reynolds, D.(1992)。From school effectiveness to school development: Problems and possibilities。Theory and practice of school-based evaluation: A research perspective。Lillehammer, Norway。  new window
29.Shadish, W. R.、Cook, T. D.、Levition, L. C.(1995)。Foundations of program evaluation: Theory of practice。SAGE。  new window
30.Stenhouse, L.(1985)。Research as a basis for teaching。Research as a basis for teaching。London, UK。  new window
圖書論文
1.Clandinin, D. Jean(1992)。Narrative and story in teacher education。Teachers and teaching: From classroom to reflection。Falmer Press。  new window
2.Elliott, J.(1997)。School-Based Curriculum Development and Action Research in the United Kingdom。International Action Research A Casebook for Educational Reform。London：Falmer。  new window
 
 
 
 
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