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題名：學校本位課程評鑑--作為教師實踐知識的伸展臺
書刊名：國立臺北師範學院學報. 教育類
作者：林佩璇
作者(外文)：Lin, Pei-hsuan
出版日期：2005
卷期：18:1
頁次：頁95-124
主題關鍵詞：學校本位課程評鑑；教師實踐知識；課程心象；School-based curriculum evaluation；Teachers' practical knowledge；Curriculum image
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(3) 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:3
  • 共同引用共同引用:139
  • 點閱點閱:64
近年來課程改革強調課程不再只是固定的教科書，而是活化的內容。因此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。本研究旨在探討教師參與學校本位課程評鑑中，呈現那些實踐知識，基礎為何，如何建構這些知識以改進課程。研究採用自然典範的個案研究途徑，以北縣一所國小二年級教師為主要研究參與者，自九十一年九月至九十二年八月進行為期一年的實徵研究。研究發現教師實踐知識範圍廣泛，超越傳統教材教法的知識內涵；教師實踐知識建立在多元的基礎上以進行判斷；教師實踐知識的結構也反映課程改革的主張；潛在於實踐知識中，確有一些原則引導教師的課程行動。最後，研究者分別就教師、學校及外在環境支持、師資培育、課程發展和評鑑的意涵、及未來研究上分別提出一些啟示。
This study aims to investigate how teachers utilize their practical knowledge in participating in school-based curriculum evaluation (SBCE). New curriculum policy emphasizes that curriculum should build on the needs of each particular school. To ensure curriculum quality, internal evaluation system, SBCE, has become one of the concerns in schools. This study is to explore several questions: If teachers exercise evaluation over curriculum development, how do they decide on elements to consider in SBCE? If it is the case that SBCE encourages teachers to act as curriculum researchers and innovators, what are the bases for formulating their strategies or making their judgment on the merit of curriculum? How do they decide on evaluation strategies to implement? To understand the particular details of a case and particular perspectives on SBCE, this study adopts a naturalistic case study with one- year engagement in research site in order to interpret teachers’ practical knowledge situated actions in SBCE. The methods of data gathering includes field observation, interview, meeting discussion and documentation. Several strategies are utilized in the research process, such as long-term participation, triangulation, peer checking, member checking, thick description, in order to ensure research trustworthiness. Based on the interpretation of field data, this study proposes several findings: teachers’ practical knowledge in SBCE is broader than it is in traditional instructional design and built on multiple bases for further judgment; the structure of teachers’ practical knowledge matches the rationales of new curriculum policy; it exists some principles to lead teachers’ curriculum practice. In the final section, it provides several implications to help educators understand the nature of, as well as teachers’ role in, SBCE, and attract more attention and stimulate more research on this topic.
期刊論文
1.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
2.Barnett, J.、Hodson, D.(2001)。Pedagogical context knowledge: toward a fuller understanding of what good science teachers know。Science teacher education，85，426-453。  new window
3.Black, A. L.、Halliwell, G.(2000)。Accessing practical knowledge: how? And why?。Teaching and Tteacher Education，16，103-115。  new window
4.Feldman, A.(1997)。Varieties of wisdom in the practice of teachers。Teaching and Teacher Education，13(7)，757-773。  new window
5.Schempp, P. G.(1995)。Learning on the job: An analysis of the acquisition of a teacher's knowledge。Journal of Research and Development in Education，2(4)，237-244。  new window
6.Webb, K. M.(1995)。Not even close: Teacher evaluation and teachers'€™ personal practical knowledge。Journal of Educational Thought，29(3)，205-226。  new window
7.Williams, P.(1998)。Using theories of professional knowledge and reflective practice to influence educational change。Medical Teacher，20(1)，28-34。  new window
8.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
9.Buchmann, M.(1987)。Teaching knowledge: the lights that teachers live by。Oxford Review of Education，13(2)，151-164。  new window
10.Clandinin, D. Jean(1985)。Personal practical knowledge: A study of teachers' classroom images。Curriculum Inquiry，15(4)，361-385。  new window
11.林佩璇(20020900)。學校本位課程評鑑的知識基礎--教師實踐知識。教育研究集刊，48(3)，183-210。new window  延伸查詢new window
12.Beijaard, D.、Verloop, N.(1996)。Assessing teachers' practical knowledge。Studies in Educational Evaluation，22(3)，275-286。  new window
13.Connelly, F. M.、Clandinin, D. J.、He, M. F.(1997)。Teachers' personal practical knowledge on the professional knowledge landscape。Teaching and Teacher Education，13(7)，665-674。  new window
14.Elbaz, Freema(1981)。The Teacher's "Practical Knowledge": Report of a Case Study。Curriculum Inquiry，11(1)，43-71。  new window
15.Johnston, S.(1992)。Images: A way of understanding the practical knowledge of student teachers。Teaching and teacher education，8(2)，123-136。  new window
16.Sutton, R. E.、Cafarelli, A.、Lund, R.、Schurdell, D.、Bichsel, S.(1996)。A developmental constructivist approach to pre-service teachers' way of knowing。Teaching and Teacher Education，12(4)，413-427。  new window
17.Harrison, M.(1997)。School-based curriculum decision making: A personal viewpoint。Curriculum Perspectives，2(1)，47-52。  new window
18.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
19.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
20.Hultman, G.、Horvwef, C.(1995)。Teachers' informal rationality。Science Communication，16(3)，341-354。  new window
學位論文
1.Harrison, M.(1979)。Toward empirical based curriculum theory: A participant observation study of school-based curriculum decision-making(博士論文)。Macquarie University。  new window
2.OP, Sr. J. C. C.(1994)。The transformation and enactment of teachers' content, pedagogical, and personal practical knowledge: Four case studies of expert secondary mathematics(博士論文)。Kent State University。  new window
3.池叔樺(2001)。國小低年級教師綜合活動課程的實務知識之研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
4.阮凱利(2002)。理論與實踐的辯證--國小教師實踐知識之敘說性研究(碩士論文)。國立臺北教育大學，台北。  延伸查詢new window
5.王鳳仙(2001)。國小教師道德科教學實踐知識之個案研究(碩士論文)。國立台北師範學院。  延伸查詢new window
6.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
7.王博成(2002)。國小教師生活課程實際知識之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
8.曹致鏹(2004)。國小教師參與課程發展之實踐知識研究--以綜合活動學習領域為例(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
9.邱憶惠(2002)。國小級任教師知識之個案研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
圖書
1.Stenhouse, L.(1985)。Research as a basis for teaching。London：Heinemann。  new window
2.Nixon, J.(1992)。Evaluating the whole curriculum。Milton Keynes：Open University Press。  new window
3.Shadish, W. R.、Cook, T. D.、Levition, L. C.(1995)。Foundations of program evaluation: Theory of practice。California：Thousand Oaks。  new window
4.Cronbach, L. J.(1963)。Course improvement through evaluation。New York：Longman。  new window
5.Payne, D. A.(1974)。Curriculum evaluation。D. C. Heath。  new window
6.Nevo, D.(1995)。School-based Evaluation: A Dialogue for School Improvement。Elsevier Science。  new window
7.Stake, Robert E.(1995)。The Art of Case Study Research。Sage Publications。  new window
8.Lewy, A.(1991)。National and school-based curriculum development。UNESO: International Institute for Educational Planning。  new window
9.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。Croom Helm。  new window
10.Beane, James A.(1998)。Curriculum Integration--Designing the Core of Democratic Education。New York, NY：Teachers College Press。  new window
11.Schön, Donald A.(1983)。The reflective practitioner: How professionals think in action。Basic Books, Inc.。  new window
12.Bogdan, Robert C.、Biklen, Sari K.(1992)。Qualitative Research for Education: An Introduction to Theory and Methods。Allyn and Bacon。  new window
13.Elliott, John(1991)。Action research for educational change。Open University Press。  new window
14.Eisner, E. W.(1994)。The educational imagination。New York：Macmillan。  new window
15.陳美如、郭昭佑(20030000)。學校本位課程評鑑：理念與實踐反省。臺北市：五南。new window  延伸查詢new window
16.Cochran-Smith, M.、Lytle, S. L.(1993)。Inside/outside: Teacher research and knowledge。New York：Teachers College Press。  new window
17.Lincoln, Yvonna S.、Guba, Egon G.(1985)。Naturalistic Inquiry。Sage。  new window
18.Stenhouse, Lawrence(1975)。An Introduction to Curriculum Research and Development。Heinemann Educational Books。  new window
圖書論文
1.Grundy, S.(1982)。Three modes of action research。The Action research reader。Victoria：Deakin University。  new window
2.Kemmis, S.(2001)。Exploring the relevance of critical theory for action research: Emancipatory action research in the footsteps of Jurgen Habermas。Handbook of action research: Participative inquiry and practice。London：Sage Publications。  new window
3.Carson, T. R.(1995)。Reflective practice and a reconceptualization of teacher education。Changing times in teacher education: Restructuring or reconceptualization。London：Falmer。  new window
4.Kemmis, S.、McTaggart, R.(1988)。[The Action research reader] Introduction。The Action research reader。Victoria：Deakin University。  new window
5.McCutcheon, G.(1997)。Curriculum and the work of teachers。The curriculum studies reader。New York：Routledge。  new window
6.Jennings, L. E.、Graham, A. P.(1996)。Exposing discourses through action research。New directions in action research。Falmer Press。  new window
7.Altrichter, H.、Gstettner, P.(1997)。Action research: A closed chapter in the History of German social science?。Participatory action research。State University of New York。  new window
8.Reynolds, D.(1992)。From school effectiveness to school development: Problems and possibilities。Theory and practice of school-based evaluation: A research perspective。Oppland College。  new window
9.Kemmis, Stephen(1988)。Action Research in Retrospect and Prospect。The Action Research Reader。Deakin University。  new window
10.Scriven, M.(1967)。The methodology of evaluation。Perspectives of Curriculum Evaluation。Rand McNally。  new window
11.Eikeland, O.(2002)。Action Research as the Hidden Curriculum of the Western Tradition。Handbook of Action Research: Participative Inquiry and Practice。Sage。  new window
 
 
 
 
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