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題名：課程統整與教師知識的轉化--以「藝術與人文」領域教師為例
書刊名：師大學報. 教育類
作者：陳皓薇／林逢祺 引用關係／洪仁進 引用關係
作者(外文)：Chen, Hao Wei／Lin, Ferng Chyi／Hong, Zen Jin
出版日期：2004
卷期：49:1
頁次：頁103-121
主題關鍵詞：課程統整；藝術與人文學習領域；教師知識；Curriculum integration；Teachers' knowledge；Teachers' transformation
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(7) 博士論文(3) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:460
  • 點閱點閱:57
　　　　　九十一學年度九年一貫課程在國民中學正式上路，對傳統的教育生態，產生了前所未有的衝擊與挑戰。在九年一貫諸多的改革議題當中，課程統整」可謂引起爭議及質疑的核心概念之一，特別在藝術課程領域，教師分科傾向強烈，課程統整更形困難。在抽絲剝繭尋求解答的過程當中，「教師」專業主體一再被彰顯；倘若我們肯定教師專業的必要，就不能不探索與其息息相關的「教師知識」內涵，及教育改革衝擊下轉化的過程。 據此，本文希冀探討課程統整與教師知識轉化間的關係，並集中在「藝術與人文」領域教師所需面對的問題。首先，釐清課程統整及藝術統整的理論基礎；其次，分析「藝術與人文」領域課程設計的統整精神及作法，並討論日前「藝術與人文」領域教師執行此一課程所面臨的困境；最後，則從藝術課程統整的角度，探討「藝術與人文」，領域教師所需具備的知識與轉化。
　　　　　The implementation of a nine-year, one-cohesive-line curriculum at the junior high school level has brought unprecedented and difficult challenges to the traditional educational system in Taiwan. Among the hotly debated issues, the ideal of "curriculum integration" has proven most controversial. In the field of arts education, traditional teaching relies heavily on a subject-based model. Therefore, the newly-established "curriculum integration" program which advocates the integration of different art subject areas in each lesson has proved difficult and frustrating to arts teachers. However, teachers' knowledge and competence remains a crucial factor in the search for solutions to educational problems the teachers' professional level is considered crucial; implementation of the new reforms can hardly be separated from the issue of advancing or transforming art teachers' professional skills. Therefore this research project is an analysis of the close connection between the implementation of the curriculum integration policy and the transformation of teachers' professional knowledge. Firstly, we have tried to clarify the theoretical basis for arts subject area and curriculum integration. Secondly, we have attempted to delineate the spirit and the methods of curriculum integration put forth by the nine-year, one-cohesive-line curriculum, and to discuss the problems teachers have had in putting this curriculum into practice. Finally, we have investigated the academic and pedagogical "transformations" an arts teacher must undergo in order to advance her/his professionalism and meet with the new demands of arts curriculum integration.
期刊論文
1.石計生(20010800)。都市與現代生活。當代，50=168，40-53。  延伸查詢new window
2.Efland, A. D.(2000)。The city as metaphor for integrated learning in the arts。Studies in Art Education，41(3)，276-295。  new window
3.Tavin, K.、Anderson, D.(2003)。Teaching (popular) visual culture: Deconstructing Disney in the elementary art classroom。Art Education，56(3)，21-24+33-35。  new window
4.甄曉蘭(20030300)。教師的課程意識與教學實踐。教育研究集刊，49(1)，63-94。new window  延伸查詢new window
5.劉豐榮(20010500)。當代藝術教育論題之評析。視覺藝術，4，59-95。new window  延伸查詢new window
6.Krug, D. H.、Cohen-Evron, N.(2000)。Curriculum integration positions and practices in art education。Studies in Art Education，41(3)，258-275。  new window
7.劉維公(20010800)。何謂生活風格--論生活風格的社會理論意涵。當代，50=168，10-25。  延伸查詢new window
8.陳美玉(20010200)。教師個人的知識管理--專業實踐理論的建構與應用。中等教育，52(1)，88-105。new window  延伸查詢new window
9.陳瓊花(20010500)。從美術教育的觀點探討課程統整設計之模式與案例。視覺藝術，4，97-126。new window  延伸查詢new window
10.Gardner, Howard(1995)。Reflections on multiple intelligences: Myths and messages。Phi Delta Kappan，77(3)，200-209。  new window
11.Efland, A. D.(1995)。The Spiral and the lattice: Changes in cognitive learning theory with implications for art education。Studies in Art Education，36(3)，134-153。  new window
12.游家政(20000100)。學校課程的統整及其教學。課程與教學，3(1)，19-37+140。new window  延伸查詢new window
13.郭禎祥(19990800)。描繪新世紀藝術教育藍圖。美育雙月刊，110，1-9。  延伸查詢new window
14.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
15.Eisner, E. W.(1998)。Dose Experience in the Arts Boost Academic Achievement?。Art Education，January，7-12。  new window
16.Van den Berg, R.(2002)。Teacher's meanings regarding educational practice。Review of Educational Research，72(4)，577-612。  new window
會議論文
1.黃壬來(1994)。邁向二十一世紀美勞教育發展途徑。1994亞洲藝術教育國際學術研討會。臺北：國立臺灣藝術教育館。313-366。  延伸查詢new window
2.Duncum, P.(2000)。Art education and visual culture。Art Education and Visual Culture, 2000 International Visual Arts Conference。Taipei：Taipei Municipal Teachers College。125-151。  new window
3.郭禎祥(2001)。新世紀藝術教育的變動。新世紀藝術教育理論與實務國際學術研討會，國立臺灣師範大學美術學系主辦 。台北市：國立台灣師範大學美術學系。33-47。  延伸查詢new window
4.黃炳煌(2000)。談「課程統整」--以國民教育九年一貫課程為例。新世紀的教育展望國際學術研討會，國立中正大學教育學院 。高雄：麗文。305-316。  延伸查詢new window
5.林曼麗(1994)。初探二十一世紀臺灣視覺藝術教育新趨勢－兼介北新國小課程開發事例。臺北。114-167。  延伸查詢new window
6.Wilson, B.(2000)。OF Diagrams and Rhizomes: Appreciation Education under the Impacts of an Information Society。臺北。41-51。  new window
學位論文
1.陳新轉(2000)。課程統整之理論性研究及其對九年一貫社會領域課程綱要（草案）之啟示(博士論文)。國立政治大學。new window  延伸查詢new window
2.許有志(2001)。後現代藝術教育本質之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.林怡秀(1999)。國民小學課程統整模式之研究(碩士論文)。國立花蓮師範學院，花蓮。  延伸查詢new window
4.張美艷(2002)。當前國民小學藝術教育改革主要議題之探討，屏東。  延伸查詢new window
5.鍾惠娟(2001)。教師對統整課程的認知與實施統整課程問題知覺關係之研究，臺南。  延伸查詢new window
圖書
1.Schubert, W. H.(1986)。Curriculum: Perspective, paradigm, possibility。New York, NY：Macmillan。  new window
2.Foucault, Michel、尚衡(1990)。性意識史：導論。台北：久大。  延伸查詢new window
3.Freire, P.、Ramos, M. B.(1972)。Pedagogy of the oppressed。New York：Herder & Herder。  new window
4.Pratt, D.(1994)。Curriculum Planning: a Handbook for Professionals。Harcourt Brace College Publishers。  new window
5.Dewey, J.(1916)。Democracy and education: An introduction to the philosophy of education。New York, NY：Free Press。  new window
6.Efland, A. D.、邢莉、常寧生(2000)。西方藝術教育史。成都：四川人民出版社。  延伸查詢new window
7.Efland, Arthur D.、Freedman, Kerry、Stuhr, Patricia L.(1996)。Postmodern Art Education: An approach to curriculum。National Art Education Association。  new window
8.林佩璇、陳美如、周珮儀、蔡清田、游進年、游家政、王秀玲、黃光雄、單文經、Beane, James A.(2000)。課程統整。臺北：學富文化。  延伸查詢new window
9.Marsh, Colin J.(1997)。Planning, Management and Ideology: Key Concepts for Understanding Curriculum。London：Falmer Press。  new window
10.甄曉蘭(2002)。中小學課程改革與教學創新。臺北：高等教育文化。new window  延伸查詢new window
11.Freire, Paulo(1973)。Education for critical consciousness。New York, NY：Continuum。  new window
12.Hirst, P. H.(1974)。Knowledge and the curriculum。London：Routledge and Kegan Paul。  new window
13.黃政傑(1994)。課程設計。臺北：東華書局。  延伸查詢new window
14.Rogers, Carl Ransom、宋文里(1990)。成為一個人：一個治療者對心理治療的觀點。臺北：桂冠。  延伸查詢new window
15.黃政傑(1997)。教學原理。臺北：師大書苑。  延伸查詢new window
16.Caine, Renate Nummela、Caine, Geoffrey(1994)。Making connections: Teaching and the human brain。Addison-Wesley。  new window
17.高宣揚(19990000)。後現代論。臺北：五南圖書出版公司。new window  延伸查詢new window
18.Gudmundsdottir, Sigrun(1995)。The Narrative Nature of Pedagogical Content Knowledge。Narrative in Teaching, Learning and Research。New York, NY。  new window
19.林本、李祖壽(1970)。課程與教材。雲五社會科學大辭典。臺北。  延伸查詢new window
20.Habermas, Jürgen(1989)。公共領域的結構轉型。公共領域的結構轉型。臺北。  延伸查詢new window
21.薛梨真(2000)。國小教師統整課程實施成效之評估。國小教師統整課程實施成效之評估。高雄。new window  延伸查詢new window
22.Delamont, S.、錢撲(1995)。博學的女人。博學的女人。臺北。  延伸查詢new window
23.Brown, L.、Coles, A.(2000)。Complex decision making in the classroom: The teacher as an intuitive practioner: on the value of not always knowing what one is doing。The intuitive practitionaer。United Kingdom。  new window
24.Esiner, E. W.(1983)。Educational connoissenrship and criticism: their from and functions in educational evalution。Evaluation models。Boston, MA。  new window
圖書論文
1.Bridges, P. D.(2000)。Curriculum integration: reflections on the English experience。新世紀的教育展望。高雄：麗文文化。  延伸查詢new window
2.Hamblen, K.(1997)。The emergence of Neo-DBAE。Art education: Content and practice in a postmodern era。Reston, VA：National Art Education Association。  new window
3.Grossman, P. L.(1994)。Teachers' knowledge。The international encyclopedia of education。Oxford：Pergamon Press。  new window
 
 
 
 
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