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題名：國小藝術教科書與九年一貫課程能力指標的校準研究
書刊名：課程與教學
作者：謝政達
作者(外文)：Hsieh, Cheng-ta
出版日期：2008
卷期：11:4
頁次：頁109-136
主題關鍵詞：能力指標；校準；藝術教科書；Competency indicators；Alignment；Art textbook
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(4) 博士論文(1) 專書(0) 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:103
  • 點閱點閱:45
本研究主要的目的在探究國小藝術教師評定藝術與人文領域教科書與九年一貫課程分段能力指標的校準程度。以能力指標作為校準依據編製問卷，請12名國小藝術教師為評分者，進行藝術教科書與能力指標校準程度的問卷填寫。資料透過卡方考驗與平均數進行比較分析後，發現以下結果：一、藝術教科書對目標主軸的校準程度，依序為「探索與表現」、「實踐與應用」、「審美與理解」。二、藝術教科書對於不同能力指標有不同的校準程度。三、藝術教科書對各目標主軸的不同的能力指標均有不同校準程度。建議未來研究者可以針對標準、教學與評量作校準相關研究；另探究多種版本藝術教科書的比較外，並進一步探討藝術教科書有所側重與偏弱的能力指標，作為未來課程能力指標修訂與教科書編定的參考依據。
The main purpose of this study is to judge the alignment between the current arts and humanities textbooks and the competency indicators of Grade 1-9 Curriculum Standards by the art teachers. The data is collected through questionnaires answered by 12 elementary school art teachers. All questions in the questionnaire focus on various versions of elementary school’s art and humanities textbooks. The conclusion can be summarized as follows: (1) The alignment degree of the goal spindle, "exploration and performance" is higher than "implementation and application" and "aesthetics and understanding" within three art curricular goal spindles; (2) the art textbooks have different alignment degrees to the various competency indicators; and (3) the art textbooks have different alignment degrees to the various competency indicators under three art curricular goal spindles. The author suggests that future studies can align content between standards and assessment, and compare thoroughly various versions of art and humanities textbooks, and further investigate the competency indicators are laterally emphasized and neglected under various goal spindles in order to provide references to revise indicators and editing textbooks.
期刊論文
1.李宜玫、王逸慧、林世華(20040900)。社會學習領域分段能力指標之解讀--由Bloom教育目標分類系統（修訂版）析之。國立臺北師範學院學報. 教育類，17(2)，1-34。new window  延伸查詢new window
2.Resnick, L. B.、Rothman, R.、Slattery, J. B.、Vranek, J. L.(2003)。Benchmarking and Alignment of Standards and Testing。Educational Assessment，9(1/ 2)，1-27。  new window
3.譚克平(2004)。一綱多本政策下是否要念多個版本？。飛揚：國民中學學生基本學力測驗專刊，29。  延伸查詢new window
4.郭榮瑞(20040600)。藝術與人文能力指標轉化之前提--以視覺藝術為例。教師天地，130，4-13。  延伸查詢new window
5.呂燕卿(20021000)。九年一貫藝術與人文學習領域之能力指標轉化與實踐--以視覺藝術問題探索與表現之教學示例。國教世紀，202，5-18。  延伸查詢new window
6.賴志峰(20040300)。課程連結理論之探究：課程標準、教學與評量之關係。教育研究集刊，50(1)，63-90。new window  延伸查詢new window
7.王素芸(2001)。「基本能力指標」之發展與概念分析。教育研究資訊，9(1)，1-14。new window  延伸查詢new window
8.李坤崇(20041000)。能力指標轉化教學、評量的理念與實例。教育研究，126，122-135。new window  延伸查詢new window
9.方崇雄、林坤誼、張聖麟(20040400)。生活科技學域能力指標詮釋之研究。教育研究資訊，12(2)，35-58。new window  延伸查詢new window
10.黃政傑(19980100)。建立優良的教科書審定制度。課程與教學，1(1)，1-15。new window  延伸查詢new window
11.丘愛鈴(20060700)。國小高年級綜合活動教科書之評鑑。課程與教學，9(3)，121-138。new window  延伸查詢new window
12.鄭蕙如、林世華(20041200)。Bloom認知領域教育目標分類修訂版理論與實務之探討--以九年一貫課程數學領域分段能力指標為例。臺東大學教育學報，15(2)，247-274。new window  延伸查詢new window
13.陳麗華、陳怡君、徐世瑜、詹寶菁(20050400)。九年一貫生活課程教科書評鑑規準之研究：課程統整取向。初等教育學刊，20，1-37。new window  延伸查詢new window
14.Porter, A. C.(2002)。Measuring the Content of Instruction: Uses in Research and Practice。Educational Researcher，31(7)，3-14。  new window
15.Aguilera, R. V.、Hendricks, J. M.(1996)。Increasing Standardized Achievement Scores in a High Risk School District。Curriculum Report，26(1)。  new window
16.Webb, N. L.(1997)。Determining Alignment of Expectations and Assessments in Mathematics and Science Education。NISE Brief，1(2)。  new window
17.李璍(2004)。歷年國民中學視覺藝術教科書演變過程探討。藝術論文集刊，3，121-144。new window  延伸查詢new window
18.秦葆琦(1999)。國民小學社會科第五冊「人際關係」單元之各版本教師用書分析研究。國教學報，11，347-384。  延伸查詢new window
19.駱賢穎、王延煌(2002)。從能力指標的發展看九年一貫課程。師友月刊，11，41-43。  延伸查詢new window
20.秦葆琦(2004)。從國小生活課程教科書中能力指標與教學目標的關係分析教學設計的統整情形－以翰林版為例。國教學報，16，123-152。  延伸查詢new window
21.Whipple, G. M.(1930)。The Selection of Textbook。The American School Board Journal，89，51-55。  new window
22.林公欽(2003)。分段能力指標：在九年一貫課程所代表的意涵－以藝術與人文學習領域為例。美育，131，42-43。  延伸查詢new window
23.秦葆琦(1999)。社會科四年級上學期（第七冊）各版本分析（2）－教材內容的分析。研習資訊，16(6)，33-42。  延伸查詢new window
24.Herman, J. L.、Webb, N. M.、Zuniga, S. A.(2007)。Measurement Issues in the Alignment of Standards and Assessments: A Case Study。Applied Measurement in Education，20(1)，101-126。  new window
25.English, F. W.、Steffy, B. E.(1997)。Using Film to Teach Leadership in Educational Administration。Educational Administration Quarterly，33(1)，107-115。  new window
26.Jang, E. E.、Ryan, K. E.(2003)。Bridging Gaps among Curriculum, Teaching and Learning, and Assessment。Journal of Curriculum Studies，35(4)，499-512。  new window
27.Roach, A. T.、Elliott, S. N.、Webb, N. L.(2005)。Alignment of an Alternate Assessment with State Academic Standards: Evidence for the Content Validity of the Wisconsin Alternate Assessment。The Journal of Special Education，38(4)，218-231。  new window
28.Tyson, H.、Woodward, A.(1989)。Why Students Aren't Learning Very Much from Textbooks。Educational Leadership，47(3)，14-17。  new window
29.Brent, G.、DiObilda, N.(1993)。Effects of Curriculum Alignment versus Direct Instruction: Effects on Stable and Mobile Urban Children。The Journal of Educational Research，86(6)，333-338。  new window
會議論文
1.方炳隆(2000)。澳門地區教科書選用制度。教科書往何處去？教科書制度研討會，中華民國教材研究發展學會、國立臺北師範學院主辦 。  延伸查詢new window
2.Liebling, C. R.(1997)。Achieving Standards-based Curriculum Alignment through Mindful Teaching。0。  new window
3.呂燕卿、陳淑文、趙雯津、田娟禎、余珮君、胡慕昀、蔡秀鷹、吳貞儀、徐介美(2007)。九年一貫課程藝術與人文教科書評鑑報告摘要。0。  延伸查詢new window
研究報告
1.Webb, N. L.(1997)。Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education。Washington, DC：Council of Chief State School Officers。  new window
2.Crowell, R.、Tissot, P.(1986)。Curriculum Alignment。Elmhurst, IL。  new window
3.Webb, N. L.(1999)。Alignment of Science and Mathematics Standards and Assessments in Four States。Washington, DC。  new window
4.歐用生、吳明卿(1996)。國民小學藝能教科書評鑑研究。臺北縣。  延伸查詢new window
學位論文
1.Price-Baugh, R.(1997)。Correlation of textbook alignment with student achievement Scores，Texas。  new window
2.Kattner, C.(1998)。The effects of curriculum alignment on the Texas assessment of academic skills scores of selected seventh grade students in Peet junior high school in the Conroe independent school district，Texas。  new window
3.劉興欽(2003)。苗栗縣國民小學藝術與人文教科書評鑑規準之研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
4.李惠鈴(2006)。屏東縣國小英語教師對教科書使用意見之調查研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
5.賴光真(2000)。教科書審查規準建構之研究--以九年一貫課程社會學習領域為例(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
6.張富棠(2004)。國民小學教師對藝術課程評鑑知覺之研究，0。  延伸查詢new window
7.吳莉蓉(2004)。臺中市國小藝術與人文教師對藝術與人文教科書之使用現況與意見調查研究，0。  延伸查詢new window
圖書
1.陳新轉(2004)。九年一貫社會學習領域課程發展：從課程綱要與能力指標出發。臺北市：心理。  延伸查詢new window
2.高新建(2002)。能力指標課程轉化模式（一）：能力指標之分析與教學轉化。社會學習領域課程設計教學策略。臺北市：師大書苑。  延伸查詢new window
3.Ananda, S.(2003)。Rethinking issues of alignment under No Child Left Behind。San Francisco, CA：WestEd。  new window
4.吳翠松譯（譯）、M.J.Smith（原作者）(2004)。社會科學概說：方法論的探索。臺北縣永和市：韋伯文化。  延伸查詢new window
5.Dobbs, S. M.(1992)。The DBAE Handbook: An Overview of Discipline-based Art Education。Los Angeles, CA：The Getty Education Institute for the Arts。  new window
6.Bloom, B. S.、Madaus, G. F.、Hastings, J. T.(1981)。Evaluation to Improve Learning。New York, NY：McGrowj-Hill。  new window
7.English, F. W.、Steffy, B. E.(2001)。Deep Curriculum Alignment: Creating a Level Playing Field for All Children on High-stakes Tests of Accountability。Lanham, MD：Rowman & Littlefield Education。  new window
8.Kaplan, Robert S.、Norton, David P.、高子梅、何霖(2006)。策略校準：應用平衡計分卡創造組織最佳綜效。臺北市：臉譜。  延伸查詢new window
9.Pinar, W. F.、Reynolds, W. M.、Slattery, P.、Taubman, P. M.(1995)。Understandingcurriculum: An introduction to the study of historical and contemporary curriculum discourse。York, NY：Peter Lang。  new window
10.Bloom, B. S.、Engelhart, M. D.、Furst, E. J.、Hill, W. H.、Krathwohl, D. R.(1956)。Taxonomy of educational objectives: the classification of educational goals. Handbook 1, Cognitive domain。New York：Longman。  new window
11.English, Fenwick W.(1992)。Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum。Newbury Park, CA：Corwin Press, Inc.。  new window
12.Armstrong, Carmen L.(1994)。Designing Assessment in Art。Reston, VA：The National Art Education Association。  new window
13.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
14.歐用生、黃政傑(1997)。國小審定本教科書評鑑報告，第一冊。國小審定本教科書評鑑報告，第一冊。沒有紀錄。  延伸查詢new window
15.歐用生、黃政傑(1997)。國小審定本教科書評鑑報告，第二冊。國小審定本教科書評鑑報告，第二冊。沒有紀錄。  延伸查詢new window
16.歐用生、黃政傑(1998)。國小審定本教科書評鑑報告，第三冊。國小審定本教科書評鑑報告，第三冊。沒有紀錄。  延伸查詢new window
17.歐用生、黃政傑(1998)。國小審定本教科書評鑑報告，第四冊。國小審定本教科書評鑑報告，第四冊。沒有紀錄。  延伸查詢new window
18.LaMarca, P.、Redfield, D.、Winter, P.、La Marca, P. M.、Winter, P. C.、Bailey, A.、Despriet, L.(2000)。State standards and state assessment systems: A guide to alignment。State standards and state assessment systems: A guide to alignment。Washington, DC。  new window
19.Cohen, S. A.(1994)。Instructional Alignment。International Encyclopedia of Education: Vol. 5。Tarrytown, NY。  new window
20.Mager, R. F.(1962)。Preparing Objectives for Programmed Instruction。Preparing Objectives for Programmed Instruction。San Francisco, CA。  new window
21.Schwab, J. J.(1969)。The Practical: A Language for Curriculum。Curriculum, School and Society。Atlantic Highlands, NJ。  new window
22.Warren, C. C.(1981)。Adopting Textbooks。The Textbook in American Society。Washington, DC。  new window
23.Davis, J.(1997)。The "U" and the Wheel of "C": Development and Devaluation of Graphic Symbolization and the Cognitive Approach at Harvard Project Zero。Child Development in Art。Reston, VA。  new window
24.Marshall, J. D.(1991)。State-level Textbook Selection Reform: Toward the Recognition of Fundamental Control。Textbooks in American Society: Politics, Policy and Pedagogy。Albany, NY。  new window
25.Gardner, H.(1990)。Art Education and Human Development。Art Education and Human Development。Los Angeles, CA。  new window
26.Porter, A. C.、Smithson, J. L.(2001)。Are Content Standards Being Implemented in the Classroom? A Methodology and Some Tentative Answers。From the Capitol to the Classroom: Standards-based Reform in the States-one Hundredth Yearbook of the National Society for the Study of Education, Part II。Chicago, IL。  new window
27.Porter, A. C.(2004)。Curriculum Assessment。Curriculum Assessment。0。  new window
28.李坤崇(2003)。能力指標轉換的理念。九年一貫課程理論基礎叢書－設計評析篇。臺北市。  延伸查詢new window
其他
1.Mash, D. D.(1998)。Key Factors Associated with the Effective Implementation and Impact of California's Educational Reform，0。  new window
2.Case, B. J.，Jorgensen, M. A.，Zucker, S.(2004)。Alignment in Educational Assessment，0。  new window
3.Council of Chief State School Officers(2002)。Models for Alignment Analysis and Assistance to States，Washington, DC。  new window
4.Porter, A. C.(2006)。How SEC Measures Alignment，0。  new window
5.Smithson, J. L.(2005)。Surveys of Enacted Curriculum: Using Curricular Measures for Description & Analysis，0。  new window
圖書論文
1.Smith, M. S.、O'Day, J.(1991)。Systemic School Reform。The Politics of Curriculum and Testing: The 1990 Yearbook of the Politics of Education Association。Bristol, PA：Falmer Press。  new window
2.Apple, M. W.(1991)。Regulating the text: The socio-historical roots of state control。Textbooks in American society: Politics, policy, and pedagogy。Albany, New York：State University of New York Press。  new window
3.歐用生(2003)。內容分析法及其在教科書研究上的應用。歐用生教授教科書之旅。臺北縣：中華民國教材研究發展協會。new window  延伸查詢new window
 
 
 
 
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