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題名：改革主體的詮釋現象學初探：以學習共同體為例
書刊名：市北教育學刊
作者：卯靜儒 引用關係
作者(外文)：Mao, Chin-ju
出版日期：2015
卷期：49
頁次：頁55-78
主題關鍵詞：教育改革；主體；詮釋現象學；學習共同體；Education reform；Subjects；Hermeneutical phenomenology；Learning community
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(2) 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:636
  • 點閱點閱:267
期刊論文
1.Dewey, J.(1901)。The situation as regards the course of study。Journal of Proceedings and Addresses of the Fortieth Annual Meeting of the National Education Association，332-348。  new window
2.Coleman, James S.(1986)。Social theory, social research, and a theory of action。American Journal of Sociology，91(6)，1309-1335。  new window
3.Lewis, J. M.、Fischman, D.、Riggs, I. M.、Wasserman, K.(2013)。Teacher learning in lesson study。The Mathematics Enthusiast，10(3)，583-620。  new window
4.卯靜儒(20140600)。改革即改變嗎？--教育改革理解路徑之探索。教育學刊，42，1-37。new window  延伸查詢new window
5.Dudley, P.(2013)。Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning。Teaching and Teacher Education，34，107-121。  new window
6.Whitty, G.、Rowe, G.、Aggleton, P.(1994)。Subjects and themes in the secondary-school curriculum。Research Papers in Education，9(2)，159-181。  new window
7.Bernstein, B.(198112)。Codes, modalities and the process of cultural reproduction: a model。Language and Society，10(3)，327-363。  new window
8.Giorgi, A.(1989)。One type of analysis of descriptive data: Procedures involved in following a scientific phenomenological method。Methods: A Journal for Human Science，1(3)，39-61。  new window
9.Meyer, J. W.、Boli, J.、Thomas, G. M.、Ramirez, F.(1997)。World Society and the Nation-State。American Journal of Sociology，103(1)，144-181。  new window
10.Puchner, L. D.、Taylor, A. R.(2006)。Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups。Teaching and Teacher Education，22(7)，922-934。  new window
11.Chong, Wan Har、Kong, Christine Anne(2012)。Teacher collaborative learning and teacher self-efficacy: The case of lesson study。Journal of Experimental Education，80(3)，263-283。  new window
12.卯靜儒(20010600)。臺灣近十年來課程改革之政治社會學分析。臺灣教育社會學研究，1(1)，79-101。new window  延伸查詢new window
13.李維倫、賴憶嫺(20090300)。現象學方法論：存在行動的投入。中華輔導與諮商學報，25，275-321。new window  延伸查詢new window
14.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
15.歐用生(19990100)。從「課程統整」的概念評九年一貫課程。教育研究資訊，7(1)，22-32。new window  延伸查詢new window
16.李維倫(20040600)。以置身所在做為心理學研究的目標現象及其相關之方法論。應用心理研究，22，157-200。new window  延伸查詢new window
17.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
18.高淑清(20011200)。在美華人留學生太太的生活世界--詮釋與反思。本土心理學研究，16，225-285。new window  延伸查詢new window
會議論文
1.Mao, C. J.(2007)。The construction of teacher subject and the exploration of teacher's agency in the discursive practice of Taiwanese curriculum reform - An endnote to Foucauldian Study。2007 annual conference of British Educational Research Association，(會議日期: Sep. 5-8)。University of London。  new window
研究報告
1.卯靜儒(2012)。課程政策形塑與實施之議題脈絡分析--以高中歷史課程為例 (計畫編號：NSC98-2410-H-003-047)。  延伸查詢new window
2.朱敬一(1995)。國家在教育中的角色。  延伸查詢new window
圖書
1.Fullan, M.(2007)。The new meaning of education change。New York, NY：Teachers College Press。  new window
2.Alexander, J. C.(1988)。Action and Its Environments。New York：Columbia University Press。  new window
3.中華民國課程與教學學會(1997)。邁向未來的課程與教學。臺北：師大書苑。  延伸查詢new window
4.Hopkins, D.(2007)。Every school a great school: Realizing the potential of system leadership。Open University Press。  new window
5.Reynolds, D.(1985)。Studying School Effectiveness。Falmer Press。  new window
6.Giddens, Anthony(1979)。Central Problems in Social Theory。London, UK：The MacMillan Press。  new window
7.Habermas, J.、McCarthy, T.(1984)。The Theory of Communicative Action。Boston：Beacon Press。  new window
8.Giddens, A.(1976)。New rules of sociological method: A positive critique of interpretive sociologies。London：New York：Hutchins：Basic Books。  new window
9.Dreyfus, H. L.、Rabinow, P.、錢俊、曾慶豹(1995)。傅柯--超越結構主義與詮釋學。台北：桂冠。  延伸查詢new window
10.Giddens, Anthony(1984)。The Constitution of Society: Outline of the Theory of Structuration。Cambridge：Polity Press。  new window
11.Bourdieu, Pierre、Nice, Richard(1977)。Outline of a Theory of Practice。Cambridge：Cambridge University Press。  new window
12.Ricoeur, Paul、Blamey, Kathleen、Thompson, John B.(1991)。From text to action: essays in Hermeneutics。Evanston, IL：Northwestern University Press。  new window
13.歐用生(1999)。新世紀的學校。臺北市：臺灣書店。  延伸查詢new window
14.葉啟政(20040000)。進出「結構-行動」的困境--與當代西方社會學理論論述對話。臺北：三民。new window  延伸查詢new window
15.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。台北：行政院教育改革審議委員會。  延伸查詢new window
16.陳伯璋(2001)。新世紀課程改革的省思與挑戰。台北：師大書苑。new window  延伸查詢new window
17.四一○教育改造聯盟(1996)。民間教育改造藍圖：朝向社會正義的結構性變革。臺北：時報文化。  延伸查詢new window
18.Archer, Margaret Scotford(1988)。Culture and Agency: The Place of Culture in Social Theory。Cambridge University Press。  new window
19.黃政傑(19970000)。課程改革的理念與實踐。臺北：漢文。new window  延伸查詢new window
20.佐藤學、黃郁倫(2013)。學習共同體：構想與實踐。天下雜誌。  延伸查詢new window
21.蔡清田(2000)。教育行動研究。五南。  延伸查詢new window
22.Heidegger, Martin、Macquarrie, John、Robinson, Edward S.(1962)。Being and time。Harper & Row。  new window
23.Husserl, Edmund、Carr, David(1970)。The Crisis of European Sciences and Transcendental Phenomenology: An introduction to phenomenological philosophy。Northwestern University Press。  new window
24.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
25.Coleman, James Samuel(1990)。Foundations of social Theory。Belknap Press of Harvard University Press。  new window
26.Bourdieu, Pierre(1990)。The Logic of Practice。Stanford, California：Stanford University Press。  new window
27.羊憶蓉、林全、臺灣研究基金會編輯部(1994)。臺灣的教育改革。前衛出版社。  延伸查詢new window
圖書論文
1.周淑卿(2002)。學校教師文化的「再造」與課程改革的「績效」--對教師協同合作現象的分析。新世紀教育工程：九年一貫課程再造。臺北：揚智。new window  延伸查詢new window
2.Erickson, F.(1992)。Transformation and school success: The politics and culture of educational achievement。Minority education: anthropological perspectives。Norwood, NJ：Ablex Publishing Corporation。  new window
3.Merleau-Ponty, M.(1964)。Phenomenology and the science of man。The primacy of perception。Evanston, IL：Northwestern University Press。  new window
4.Meyer, J. W.(1986)。Myths of Socialization and of Personality。Reconstructing individualism: Autonomy, individuality, and the self in Western thought。Stanford, CA：Stanford University Press。  new window
5.Erickson, F.(1997)。Culture in society and in educational practices。Multicultural education: Issues and perspectives。Boston：Allyn and Bacon。  new window
6.Hopkins, D.(1996)。Towards a theory for school improvement。Merging traditions: The future of research on school effectiveness and school improvement。London：Cassell。  new window
7.Foucault, Michel(1980)。Truth and Power。Power/Knowledge: Selected interviews and Other Writings 1972-1977。Brighton：New York：The Harvester Press：Pantheon Books。  new window
8.Foucault, Michel(1982)。The subject and power。Michael Foucault: Beyond structuralism and hermeneutics。Chicago：Chicago University Press。  new window
9.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。150 different ways of knowing: Representations of knowledge in teaching。Exploring Teachers' Thinking。Holt, Rinehart, and Winston。  new window
10.Erickson, K. R.、Shultz, J.(1992)。Students' experience of the curriculum。Handbook of research on curriculum: A project of the American Educational Research Association。New York：Macmillan。  new window
11.Tyle, Ralph W.(1975)。Specific approaches to curriculum development。Strategies for curriculum development。Berkeley, California：McCutchan。  new window
12.張德銳、簡賢昌(2002)。國民中小學實施協同教學的困境與突破。新世紀教育工程：九年一貫課程再造。臺北：揚智。  延伸查詢new window
 
 
 
 
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