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題名：我國後期中等教育課程試探功能之評析
書刊名：課程與教學
作者：林永豐 引用關係
作者(外文)：Lin, Yung-feng
出版日期：2010
卷期：13:3
頁次：頁23-45
主題關鍵詞：分化；試探；後期中等教育；Differentiation；Exploration；Upper secondary education
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 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:1
  • 共同引用共同引用:174
  • 點閱點閱:113
後期中等教育乃是學制中從不分化邁向分化的重要階段，而試探乃是此一教育階段的重要功能之一。本文首先檢視後期中等教育的功能，繼之分析後期中等教育課程的分化與試探，並詳細探討我國後中各類課程之試探特色與限制。基於上述分析，本文主張：試探是後期中等教育階段不可或缺的教育功能，而試探功能的發揮，則有賴四個重要原則之落實，最後並據此提出四項建議：後期中等教育應避免過早分化，限制學生的試探機會；應強調一般科目的學習，重視廣泛學習的機會；課程架構應具漸進分化的精神，藉由試探歷程，逐步引導學生進入專精學習；課程彈性有助於因應不同學生之需要，但仍需妥善運用，以彰顯試探功能之發揮。
Upper secondary education is a key stage in which more differentiation is introduced and in which education is gradually transformed as post-compulsory. The stage is therefore important for students to move towards advanced education or training and for a school system to enact educational selection. However, it is commonly showed by the research evidence available, that many high school students and university students in Taiwan are still uncertain about their possible career and future development. This paper focuses on educational differentiation and exploration in upper secondary education and, in particular, investigates the exploratory role of the upper secondary curriculum. The research method adopted is mainly documentary analysis. According to the four principles of the curriculum highlighted in this paper, three main pathways of upper secondary education in Taiwan with their curriculum are analyzed and discussed. They are senior high schools of general pathway, vocational high schools of vocational pathways, and comprehensive high schools with features of the two pathways. Based on the investigation in this paper, it is argued that educational exploration is one of the four key roles of upper secondary education. To fulfill the exploratory role, it is important to emphasize four principles including last differentiation, broad learning, progressive specialization, and curriculum flexibility. Finally, four recommendations are suggested.
期刊論文
1.Cummings, A.(2000)。The Dearing Review of Qualifications 16-19: attempting to reconcile the irreconcilable?。The Curriculum Journal，11(3)，365-383。  new window
2.林永豐(20060800)。從課程架構看英國後期中等教育的改革。教育研究，148，35-49。new window  延伸查詢new window
3.李真文(20010900)。「生涯未定向」的困境﹖--另類觀點論述。教育資料與研究，42，105-110。new window  延伸查詢new window
4.林永豐(20030400)。英國的後期中等教育及其改革。教育研究，108，91-112。new window  延伸查詢new window
5.朱慧萍、饒夢霞(20000800)。大學轉變科系學生生涯決定歷程。教育心理學報，32(1)，41-65。new window  延伸查詢new window
6.金樹人、林清山、田秀蘭(19890500)。我國大專學生生涯發展定向之研究。教育心理學報，22，167-190。new window  延伸查詢new window
7.林永豐、詹盛如(20041200)。從兩條國道政策的反省論我國的教育分流架構。教育研究資訊，12(6)，59-84。new window  延伸查詢new window
研究報告
1.彭森明(2008)。94 學年度大學畢業後一年問卷調查報告。臺北。  延伸查詢new window
2.黃炳煌、歐用生、張煌熙、林貴美、林永豐、高薰芳、余霖、葉麗君(2004)。我國普通高中課程綱要發展之基礎研究--普通高中課程分化之研究。臺北：淡江大學課程與教學研究中心。  延伸查詢new window
3.OECD(2004)。OECD survey of upper secondary schools -Technical report。Paris：OECD。  new window
4.Richardson, W., Spours, K., Woolhouse, J.,、Young, M.(1995)。Learning for the future: Initial report。London。  new window
圖書
1.Wheelock, A.(1992)。Crossing the tracks : how 'untracking' can save America's schools。New York：Boston：Teachers College Press：Massachusetts Advocacy Center。  new window
2.Organization for Economic Cooperation and Development(2000)。From Initial Education to Working Life: Making Transitions Work。Paris, France：Organization for Economic Cooperation and Development。  new window
3.Pring, Richard A.(1995)。Closing the Gap: Liberal education and vocational preparation。London：Hodder and Stoughton。  new window
4.王家通(1997)。中等教育。高雄：麗文。  延伸查詢new window
5.教育部(2008)。普通高級中學課程綱要。台北市：教育部。  延伸查詢new window
6.Lasonen, J.(1997)。Reforming Upper Secondary Education in Europe。Finland：Institute for Education Research, University of Jyväskylä。  new window
7.Finegold, D.、Keep, E.、Miliband, D.、Raffe, D.、Spours, D.、Young, M.(1990)。A British Baccalaureat。London：Institute for Public Police Research (IPPR)。  new window
8.Young, Michael F. D.(1998)。The Curriculum of the Future: From the "New Sociology of Education" to a Critical Theory of Learning。London：Falmer。  new window
9.黃光雄、楊龍立(2004)。課程發展與設計：理念與實作。臺北市：師大書苑。new window  延伸查詢new window
10.Good, Carter V.、Merkel, Winifred R.(1973)。Dictionary of education。New York：McGraw-Hill。  new window
11.教育部技職司(2008)。職業學校群科課程綱要。臺北：教育部。  延伸查詢new window
12.World Bank(2005)。Expanding opportunities and building competencies for young people: A new agenda for secondary education。Washington DC：World Bank。  new window
13.教育部(2009)。綜合諮詢輔導訪視資料彙編。臺北。  延伸查詢new window
14.黃政傑(1999)。綜合高中的未來。綜合高中課程實驗相關資料彙編。臺北。  延伸查詢new window
15.謝文全(2001)。中等教育（五版）。臺北。  延伸查詢new window
16.瞿立鶴(1985)。民本主義的中等教育。臺北。  延伸查詢new window
17.Alberty , H .(1953)。Reorganizing the high school curriculum。New York。  new window
18.Hodgson, A.,、Spours, K.(1997)。From the 1991 White Paper to the Dearing report。Dearing and beyond。London。  new window
19.Levrat, R.,、Lazar, A.(1997)。Post-16 strategies and the French national reform of the upper secondary school。Reforming upper secondary education in Europe。Finland。  new window
20.Miller, A.、Jamieson, I.、Watts, A. G.(1991)。Rethinking work experience。London：Falmer。  new window
21.National Commission on Education(1995)。Learning to succeed: After 16。London。  new window
22.OECD(1985)。Education and training after basic schooling。Paris。  new window
23.OECD(2004)。Completing the foundation of lifelong learning。Paris。  new window
24.Raffe, D.(1993)。Tracks and pathways: Differentiation in education and training systems and their relation to the labour market。The determinations of transitions in youth。Berlin:。  new window
25.Raffe, D., Arnman, G.,、Bergdahl, P.(1998)。The strategy of a unified system:Scotland and Sweden。Strategies for achieving parity of esteem in European upper secondary education。Finland。  new window
26.Spours, K.(1997)。GNVQ and the future of broad vocational qualifications。Dearing and beyond。London。  new window
27.UNESCO.(1997)。International standard classification of education。NY。  new window
28.Watts, A. G.,、Young, M.(1997)。Models of students guidance in a changing 14-19 education and training system。Dearing and beyond。London。  new window
圖書論文
1.Spours, K.、Lazar, Levrat, R.、Young, M.(1998)。Linkage Approaches to Post-16 Education Reform: the case of the English and French Systems。Strategies for Achieving Parity of Esteem in European Upper Secondary Education。Finland：Institute for Education Research, University of Jyvaskyla。  new window
 
 
 
 
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