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題名:跨領域課程研究的發展與趨勢探討
書刊名:課程與教學
作者:賴鈺均陳美如
作者(外文):Lai, Yu-jyunChen, Mei-ju
出版日期:2022
卷期:25:4
頁次:頁127-158
主題關鍵詞:文獻計量跨領域跨領域課程課程研究趨勢分析BibliometricsInterdisciplinaryInterdisciplinary curriculumCurriculum researchTrend analysis
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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:74
  • 點閱點閱:2
期刊論文
1.陳明印(20110600)。澳洲中小學課程發展趨勢分析--從2010年國家中小學統一課程綱要來看。教育研究與發展期刊,7(2),153-188。new window  延伸查詢new window
2.林永豐(20120900)。全球教育的重要主題及其課程設計。課程研究,7(2),31-54。new window  延伸查詢new window
3.楊思偉(20060300)。日本推動新課程改革過程之研究。教育研究集刊,52(1),29-58。new window  延伸查詢new window
4.顏佩如(20050600)。全球教育課程與教學的發展。國民教育研究集刊,13,163-183。new window  延伸查詢new window
5.Wiek, A.、Withycombe, L.、Redman, C. L.(2011)。Key competencies in sustainability: A reference framework for academic program development。Sustainability Science,6(2),203-218。  new window
6.陳素芬、張大慈、林立元、陳曉郁(20050600)。大學生科技跨領域學程之課程評量。亞太科學教育論壇,6(1),(2)1-(2)13。  延伸查詢new window
7.呂琪昌、林榮泰(20100600)。從包浩斯風格探討臺灣設計教育的展望。藝術欣賞,6(3),28-43。  延伸查詢new window
8.Hall, P.、Weaver, L.(2001)。Interdisciplinary education and teamwork: a long and winding road。Medical Education,35,867-875。  new window
9.Freeman, S.、Eddy, S. L.、McDonough, M.、Smith, M. K.、Okoroafor, N.、Jordt, H.、Wenderoth, M. P.(2014)。Active learning increases student performance in science, engineering, and mathematics。Proceedings of the National Academy of Sciences of the United States of America,111(23),8410-8415。  new window
10.吳木崑(20090500)。杜威經驗哲學對課程與教學之啟示。臺北市立教育大學學報. 教育類,40(1),35-54。new window  延伸查詢new window
11.Braun, Virginia、Clarke, Victoria(2006)。Using thematic analysis in psychology。Qualitative Research in Psychology,3(2),77-101。  new window
12.楊俊鴻(20180600)。世界各國國定課程中的核心素養:以日本、韓國與新加坡為例。中等教育,69(2),21-39。new window  延伸查詢new window
13.游舒文、鍾伯芬(20190900)。芬蘭新課綱對臺灣十二年國教實施跨領域課程之啟示。臺灣教育評論月刊,8(9),71-75。  延伸查詢new window
14.陳景花(20200700)。正向心理學應用於運動研究之文獻計量分析。臺灣運動心理學報,20(2),45-72。new window  延伸查詢new window
15.朱彩馨、郭峰淵(20060400)。線上學習成效:思維框架觀點之詮釋研究。資訊管理學報,13(2),243-277。new window  延伸查詢new window
16.Van Eck, Nees Jan、Waltman, Ludo(2010)。Software survey: VOSviewer, a computer program for bibliometric mapping。Scientometrics,84(2),523-538。  new window
17.王雅玲、詹寶菁(2017)。芬蘭新課程綱要及現象為本學習之探究:兼論其對臺灣實施跨領域課程之啟示與挑戰。國家教育研究院教育脈動電子期刊,11,59-73。  延伸查詢new window
18.小島宏(20191200)。日本新學習指導要領與教科書編輯間的關係--以小學數學科為例。教科書研究,12(3),89-101。new window  延伸查詢new window
19.王湘婷、李育齊(2009)。芬蘭國民教育改革及對台灣教育之啟示。學校行政雙月刊,59,200-215。  延伸查詢new window
20.王建初、Josef, R.(2008)。德國「學習領域」課程理論與實踐探索。昆明冶金高等專科學校學報,24(3),80-85。  延伸查詢new window
21.王瑞良、許子凡(20191200)。臺灣包裝學術研究之文獻計量分析。設計學研究,22(2),121-142。new window  延伸查詢new window
22.李健民(2007)。認知框架下的詞彙解讀。理論界,2007(10),170-171。  延伸查詢new window
23.吳悅(20170301)。由科研計畫補助推動跨領域研究的可行模式--以英國為例。科技政策觀點。  延伸查詢new window
24.林吟霞(20080900)。德國初等教育課程與教學分析--多元、彈性與自主學習特色。國教新知,55(3),56-72。new window  延伸查詢new window
25.洪健峰(2011)。芬蘭基礎教育成功原因新探。教育探索,221,5-7。  延伸查詢new window
26.(20181109)。德國大學--先找到公司工作才能進大學。高教創新,23,6-9。  延伸查詢new window
27.陳明印(20120400)。澳洲全國中小學課程政策及其對臺灣的啟示。課程與教學,15(2),119-146。new window  延伸查詢new window
28.陳昱宏、陳奕璇(20181000)。英國中小學國定課程中「設計教育」課程之探究。課程與教學,21(4),53-79。new window  延伸查詢new window
29.陳雅慧(20161017)。為什麼老師是全世界最重要的工作。親子天下。  延伸查詢new window
30.張瑞玲(2009)。德國中小學課程設置的特色科目與啟示。漳州師範學院學報,2009(2),154-158。  延伸查詢new window
31.張璇、蘇楠、楊紅(2012)。2000-2011年國際電子政務的知識圖譜研究。情報雜誌,2012(12),51-57。  延伸查詢new window
32.楊思偉、李宜麟(20191200)。日本現代教師教育一體化改革之初步分析。臺灣教育評論月刊,8(12),76-82。  延伸查詢new window
33.楊秋波(2017)。跨學科本科教育:新加坡南洋理工大學的經驗及啟示。課程研究,12(1),23-40。  延伸查詢new window
34.羅良慧(20170600)。跨越學科的邊界--我國跨領域科研補助機制初探。科技政策觀點,4,67-74。  延伸查詢new window
35.劉登琿(2019)。美國綜合課程改革指導框架、實施路徑與借鑒。比較教育研究,41(12),94-100。  延伸查詢new window
36.Fallace, T.(2016)。John Dewey's interdisciplinary vision(s) for the social studies。Social Studies Research and Practice,11(1),177-189。  new window
37.Frenk, J.、Chen, L.、Bhutta, A. A.、Cohen, J.、Crisp, N.(2011)。Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world。The Lancet Commissions,376(9756),1923-1958。  new window
38.Klein, J. T.(1990)。Innovation and change in organizational relationships: interdisciplinary contexts。R&D Management,20(2),97-102。  new window
39.Ledford, H.(2015)。Team Science: Interdisciplinarity has become all the rage as scientists tackle society's biggest problems. But there is still strong resistance to crossing borders。Nature,525(7569),308-311。  new window
40.Matsuura, T.、Nakamura, D.(2021)。Trends in STEM/STEAM Education and Students' Perceptions in Japan。Asia-Pacific Science Education,7(1),7-33。  new window
41.Mansilla, V. B.、Lenoir, Y.(2010)。Interdisciplinarity in United States Schools: Past, present, and future。Issues in Integrative Studies,28,1-27。  new window
42.Muukkonen, H.、Lakkala, M.、Lahti-Nuuttila, P.、Ilomäki, L.、Karlgren, K.、Toom, A.(2020)。Assessing the development of collaborative knowledge work competence: Scales for higher education course contexts。Scandinavian Journal of Educational Research,64(7),1071-1089。  new window
43.Ralston, S. J.(2010)。Can pragmatists be institutionalists? John Dewey Joins the non-ideal/ideal theory debate。Human Studies,33(1),65-84。  new window
44.Sophie, I.(20200510)。Ranked: World's Best Countries for Education System。CEOWORLD magazine。  new window
會議論文
1.Markauskaite, L.、Damşa, C.、Muukkonen, H.、Thompson, K.、Reimann, P.、Papendieck, A.(2021)。Creating Research-Based Design Principles for Interdisciplinary Learning。The ISLS Annual Meeting 2021。International society of the learning sciences。  new window
學位論文
1.方瑀紳(2015)。科技教育研究主題的演進與研究前沿:1970-2013年研究文獻的共被引分析(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.王愷毅(2020)。不同教學模式對跨領域能力培養之成效研究(碩士論文)。大同大學。  延伸查詢new window
3.許仁豪(2017)。2016年芬蘭國家課程綱要政策形成之研究--制度邏輯觀點(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.薛景之(2018)。學齡兒童跨領域教材設計與教學之研究(碩士論文)。國立雲林科技大學。  延伸查詢new window
圖書
1.Department for Education and Skills(2002)。14-19: extending opportunities, raising standards。London:Department for Education and Skills。  new window
2.National Research Council(2012)。A framework for K-12 science education: Practices, crosscutting concepts, and core ideas。National Academies Press。  new window
3.Department for Education and Skills(2005)。14-19 Education and skills。London:Department for Education and Skills。  new window
4.Miles, Matthew B.、Huberman, A. Michael(1994)。Qualitative Data Analysis: An Expanded Sourcebook。Sage。  new window
5.Organization for Economic Cooperation and Development(2016)。Global competency for an inclusive world。OECD Publishing。  new window
6.National Research Council、National Committee for Science Education Standards and Assessment(1996)。National Science Education Standards。National Academies Press。  new window
7.蔡清田(2006)。課程創新。臺北市:五南。  延伸查詢new window
8.Finnish National Board of Education(2016)。National core curriculum for basic education 2014。Finnish National Agency for Education。  new window
9.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
10.香港教育局(2017)。小學常識科課程指引(小一至小六)。香港教育局。  延伸查詢new window
11.Institute of Medicine(2009)。Informing the Future: Critical Issues in Health。The National Academies Press。  new window
12.Schön, D. A.(1984)。The reflective practitioner: How professionals think in action。Temple Smith。  new window
13.Thompson, B.(2017)。History and English course handbook: final honour school of history and English 2017-2019。History Faculty, University of Oxford。  new window
14.Kolb, David A.(1984)。Experiential Learning: Experience As The Source of Learning & Development。Prentice-Hall。  new window
15.Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。  new window
16.Glaser, Barney G.、Strauss, Anselm L.(1967)。The Discovery of Grounded Theory: Strategies for Qualitative Research。Aldine。  new window
其他
1.World Economic Forum(2016)。The future of jobs,http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf。  new window
2.World Health Organization(2010)。The Framework for Action on Interprofessional Education and Collaborative Practice,https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice。  new window
3.The Interprofessional Education Collaborative(2011)。Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel,https://www.pcpcc.org/resource/core-competencies-interprofessional-collaborative-practice。  new window
4.Partnership for 21st Century Learning(2019)。Framework for 21st century learning,https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf。  new window
5.American Institutes for Research,Tanenbaum, C.(2016)。STEM 2026: A vision for innovation in STEM education,U.S. Department of Education。,https://oese.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf。  new window
6.黃敦晴(20180830)。STEM、STEAM怎麼教?不只學知識、更要能用知識,https://flipedu.parenting.com.tw/article/4896。  延伸查詢new window
7.中華國際教育交流協會(20110221)。開創美國大學「跨領域」教學風潮--衛斯理大學(Wesleyan University),https://mypaper.pchome.com.tw/thecaiyi/post/1321933583。  延伸查詢new window
8.(20121127)。全球教育學習曲線評比,芬蘭奪最有效率國家冠軍,https://news.ltn.com.tw/news/world/breakingnews/729430。  延伸查詢new window
9.阮孝齊(20200800)。面對跨領域學習各國有哪些策略?,https://epaper.naer.edu.tw/edm.php?grp_no=2&edm_no=198&content_no=3497。  延伸查詢new window
10.施逸筠(2021)。日本「文理融合」大學新科系正夯 企業高度關注,https://teachersblog.edu.tw/23/2348。  延伸查詢new window
11.(20170112)。2020學習指導要領上路,日本中央教育審議會提報告,https://epaper.edu.tw/windows.aspx?windows_sn=19421。  延伸查詢new window
12.陳竹亭,唐功培(2012)。【跨科際意涵】 跨科際(Transdisciplinarity)與界領域(Interdisciplinarity)的差異,https://shs.ntu.edu.tw/shsblog/?p=16712。  延伸查詢new window
13.傅清萍,黃曼君(2020)。IEKView:跨域合作 創造價值,https://ieknet.iek.org.tw/iekrpt/rpt_open.aspx?indu_idno=0&rpt_idno=644587868。  new window
14.謝達文(2015)。德國人如何教歷史?一份來自德國漢堡邦的中學課綱,https://storystudio.tw/article/gushi/%E5%BE%B7%E5%9C%8B%E4%BA%BA%E5%A6%82%E4%BD%95%E6%95%99%E6%AD%B7%E5%8F%B2%EF%BC%9F%E4%B8%80%E4%BB%BD%E4%BE%86%E8%87%AA%E5%BE%B7%E5%9C%8B%E6%BC%A2%E5%A0%A1%E9%82%A6%E7%9A%84%E4%B8%AD%E5%AD%B8%E8%AA%B2/。  new window
15.2021 Best Colleges for Multi/Interdisciplinary Studies,https://www.collegefactual.com/majors/multi-interdisciplinary-studies/rankings/top-ranked/。  new window
16.Thomas, S.(2020)。What is a thematic analysis, and how to do it?,https://www.totalassignmenthelp.com/blog/thematic-analysis/。  new window
 
 
 
 
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