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題名:國民核心素養之課程轉化
書刊名:課程與教學
作者:蔡清田 引用關係陳延興 引用關係
作者(外文):Tsai, Ching-tienChen, Yen-hsin
出版日期:2013
卷期:16:3
頁次:頁59-78
主題關鍵詞:課程轉化核心素養國民核心素養Curriculum transformationKey competenciesKey competencies for nationals
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(22) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:22
  • 共同引用共同引用:300
  • 點閱點閱:108
本文旨在探討未來施行十二年國民基本教育課程,如何進行國民核心素養的課程轉化,並鼓勵教師透過教學實踐智慧進行國民核心素養的課程轉化。國民核心素養是達成國民教育目的,亦為建立十二年國民基本教育課程目標之重要來源。基此,本文藉由探討國民核心素養及課程轉化理念,提出國民核心素養之課程轉化意涵。未來研擬十二年國民基本教育課程綱要時,可以透過不同之公開宣傳方式讓教師參與,避免由學者的理念課程轉化為行政決定的官方正式課程、與教師的知覺課程及運作課程產生不當的落差;並以此建議教師基於轉化的知識份子之身份,藉由發展教學實踐智慧進行課程轉化,以落實十二年國民基本教育課程之實施。
Since the upcoming ”12-Year National Basic Education Curriculum” aims at infusing key competencies of citizens in Taiwan, this study investigated how this educational reform could cultivate key competencies of students in cognitive, affective, and psychomotor domains. Results of this study would not only provide educational researchers and teachers a deeper understanding about the ideas of curriculum transformation, but also narrow the gap between curriculum decision makers and the implementation of teachers. Different public promotion approaches could be adopted to avoid the situation where only scholars and decision makers were involved in the proposition of ideal curriculums. This might be a factor contributing to the gap between official curriculum standards, derived from concepts proposed by scholars, and the practical curriculum implementations perceived by teachers. Thus, this study advocated the development of teachers as transformative intellectuals, who apply the pedagogical phronesis to successfully implement curriculum in teaching after transforming the key competencies of citizens in Taiwan.
期刊論文
1.吳清山、林天祐(2011)。教育名詞--課程轉化。教育資料與研究雙月刊,102,203-204。  延伸查詢new window
2.Hedges, E.(1996)。Curriculum transformation: A brief overview。Women's Studies Quarterly,24(3),16-22。  new window
3.McLaughlin, T. H.(1999)。Beyond the reflective teacher。Educational Philosophy and Theory,31(1),9-25。  new window
4.Pendlebury, S.(1990)。Practical arguments and situational appreciation in teaching。Educational Theory,40(2),171-179。  new window
5.Pendlebury, S.(1993)。Practical arguments, rationalization and imagination in teachers'€™ practical reasoning: A critical discussion。Journal of Curriculum Studies,25(2),145-151。  new window
6.Smith, R.(1999)。Paths of judgment: The revival of practical wisdom。Educational Philosophy and Theory,31(3),327-340。  new window
7.吳清山(20110800)。發展學生核心素養.提升學生未來適應力。研習資訊,28(4),1-3。  延伸查詢new window
8.McLaughlin, T. H.(2003)。Teaching as a practice and a community of practice: The limits of commonality and the demands of diversity。Journal of Philosophy of Education,37(2),339-352。  new window
9.郭玉霞(19960600)。教師在課程實施中所扮演的角色。國民教育研究集刊,4,53-59。new window  延伸查詢new window
10.唐淑華(20111200)。眾聲喧嘩?跨界思維?--論「教學轉化」的意涵及其在文史科目教學上的應用。教科書研究,4(2),87-120。new window  延伸查詢new window
11.陳伯璋(20100900)。臺灣國民核心素養與中小學課程發展之關係。課程研究,5(2),1-25。new window  延伸查詢new window
12.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。  new window
13.蔡清田(20110600)。課程改革中的核心素養之理論基礎。中正教育研究,10(1),1-27。new window  延伸查詢new window
14.蔡清田(20110400)。課程改革中的「素養」之本質。研習資訊,28(2),67-75。new window  延伸查詢new window
15.蔡清田(20101200)。課程改革中的「素養」(competence)與「能力」(ability)。教育研究月刊,200,93-104。new window  延伸查詢new window
16.方永泉(19990300)。教師作為一種轉化的知識份子--教育史角度的考察。國立暨南國際大學學報,3(1),99-126+383。  延伸查詢new window
17.張芬芬、陳麗華、楊國揚(20100600)。臺灣九年一貫課程轉化之議題與因應。教科書研究,3(1),1-40。new window  延伸查詢new window
18.Miller, J. P.(1987)。Transformation as an aim of education。Journal of Curriculum Theorizing,7(1),94-152。  new window
研究報告
1.張茂桂、董秀蘭、王業立、黃美筠、陳婉琪、杜文苓(2011)。臺灣變遷趨勢對K-12課程的影響。新北:國家教育研究院。  延伸查詢new window
2.蔡清田、陳延興、盧美貴、陳聖謨、方德隆、林永豐、李懿芳、洪若烈(2012)。K-12 各教育階段核心素養與各領域課程統整研究。國家教育研究院。  延伸查詢new window
3.柯華葳、劉子鍵、劉旨峰(2005)。18歲學生應具備基本能力研究。桃園縣:國立中央大學學習與教學研究所。  延伸查詢new window
4.陳伯璋、張新仁、蔡清田、潘慧玲(2007)。全方位的國民核心素養之教育研究 (計畫編號:NSC94-2511-S-032-001)。致遠管理學院教育研究所。  延伸查詢new window
5.蔡清田、陳延興、吳明烈、盧美貴、陳聖謨、方德隆、林永豐(2011)。K-12中小學課程綱要的核心素養與各領域之連貫體系研究 (計畫編號:NAER-99-12-A-1-05-00-2-11)。嘉義:國立中正大學課程研究所。  延伸查詢new window
6.UNESCO Institute for Education(2003)。Nurturing the treasure: Vision and strategy 2002-2007。Hamburg, Germany:UNESCO Institute for Education。  new window
7.歐用生、李建興、郭添財、黃家雄(2010)。九年一貫課程實施現況之評估研究報告 (計畫編號:RDERDEC-DEC-098-026)。臺北:行政院研考會。  延伸查詢new window
學位論文
1.徐慶宏(2006)。國小社會學習領域教師課程轉化之研究--以苗栗縣五年級教師為例(碩士論文)。國立新竹教育大學。  延伸查詢new window
2.張欣儀(2001)。生活領域中社會課程轉化之研究--以兩位九年一貫課程試辦小學之教師為例(碩士論文)。國立台北師範學院。  延伸查詢new window
3.Chen, Y. H.(2007)。The Professional ethics of teaching: A philosophical discussion with special reference to the thought of Isaiah Berlin(博士論文)。University of London,London。  new window
圖書
1.教育部(2006)。中小學一貫課程體糸參考指引。臺北:教育部。  延伸查詢new window
2.Gordon, J.、Halasz, G.、Krawczyk, M.、Leney, T.、Michel, A.、Pepper, D.、Putkiewicz, E.、Wisniewski, J.(2009)。Key competences in Europe: Opening doors for lifelong learners。Warsaw:CASE-Center for Social and Economic Research。  new window
3.Higgins, C.(2002)。From reflective practice to practical wisdom: Three models of liberal teacher education。Philosophy of education 2001: Proceedings of the twenty-second annual meeting of the Philosophy of Education Society。Illinois:Philosophy of Education Society。  new window
4.Noel, J.(1991)。Interpreting Aristotle's phantasia and claiming its role within phronesis。Philosophy of education 1990。Illinois:Philosophy of Education Society。  new window
5.Rychen, D. S.、Salganik, L. H.(2003)。Defining and selecting key competencies。Toronto:Hogrefe & Huber。  new window
6.Nussbaum, Martha C.(1990)。Love's Knowledge: Essays on Philosophy and Literature。Oxford University Press。  new window
7.教育部(2010)。教育部十二年國民基本教育實施計畫配套措施2-中小學課程連貫與統整方案2-1建置十二年一貫課程體系方案。臺北市:教育部。  延伸查詢new window
8.蔡清田(2008)。課程學。五南圖書出版股份有限公司。  延伸查詢new window
9.教育部教育研究委員會(2011)。中華民國教育報告書:黃金十年、百年樹人。教育部教育研究委員會。  延伸查詢new window
10.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
11.蔡清田(2011)。素養:課程改革的DNA。臺北:高等教育文化事業有限公司。new window  延伸查詢new window
12.施良方(1997)。課程理論:課程的基礎、原理與問題。麗文文化事業股份有限公司。  延伸查詢new window
13.甄曉蘭(20010000)。中小學課程改革與教學革新:學校課程發展與課程評鑑實務策略。臺北:元照。  延伸查詢new window
14.黃政傑(2005)。課程改革新論:教育現場虛實探究。臺北:冠學文化。new window  延伸查詢new window
15.Aronowitz, S.、Giroux, H. A.(1993)。Education Still under Siege。Bergin & Garvey。  new window
16.楊深坑(19990000)。知識形式與比較教育。臺北:揚智文化。new window  延伸查詢new window
17.黃光雄、蔡清田(2009)。課程發展與設計。臺北市:五南。  延伸查詢new window
18.Aristotle、Crisp, Roger(2000)。Nicomachean Ethics。Cambridge University Press。  new window
19.Nussbaum, Martha C.(1986)。The Fragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy。Cambridge University Press。  new window
其他
1.高新建(20071112)。課程轉化--遺漏了什麼?。  延伸查詢new window
2.European Commission(2005)。Lifelong learning and key competences for all: Vital contribution to prosperity and social cohesion,http://europa.eu.int/comm/education/policies/2010et_2010_fr.html。  new window
3.Organisation for Economic Co-operation and Development(2005)。The definition and selection of key competencies: Executive summary,Organisation for Economic Co-operation and Development。,https://reurl.cc/zeZ4qa。  new window
圖書論文
1.Snyder, J.、Bolin, F.、Zumwalt, K.(1992)。Curriculum implementation。Handbook of research on curriculum。Simon & Schuster Macmillan。  new window
2.Goodlad, J. I.、Klein, M. F.、Tye, K. A.(1979)。The domains of curriculum and their study。Curriculum inquiry: The study of curriculum practice。New York:McGraw-Hill。  new window
 
 
 
 
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