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本研究透过课程发展学理基础与理论趋势之探究,旨在建立台湾地区课程发展之学理基础,为下一波课程变革预作准备,针对K-12年级的中小学课程发展相关之学理基础,分别从课程理论与教育哲学、教学理论、认知心理学、文化研究、社会变迁等五个学理角度切入,先依据相关课程学理与研究进行文献探讨,分析课程发展之学理基础与理论趋势,建构适合台湾情境脉络与历史文化的课程发展理论基础,并进而针对台湾未来幼儿园、国民小学、国民中学、高中职的"K-12年级课程纲要"之修订提出建言。
Abstract：This research is one part of the main proposal of 'the fundamental research of curriculum development on secondary and elementary curriculum '.The main goal of this research is to build the theoretical foundations of curriculum development in order to prepare for the next curriculum reform in Taiwan.As far as the theoretical foundations and trends of curriculum are concerned,this research focuses on the relationships of curriculum theory with the other five dimensions philosophy,instruction theory,cognitive development,cultural studies and social change.First,the researcher analyses the theoretical foundations and trends of curriculum according to the literature review of the related theories and studies.Second,the researcher sets up these theoretical foundations of curriculum development which are suitable for Taiwanese historical and cultural contexts.Finally,the researcher makes some suggestions for the future K-12 curriculum guidelines.
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[4]蔡清田.课程领导与学校本位课程发展[M].台北:五南图书出版公司,2005:19.
[5][7][9][10][11][12][13]蔡清田,陈延兴.中小学课程相关之课程、教学、认知发展等学理基础与理论趋向.嘉义:中正大学课程研究所,2009:13-25.
[8]Lawton,D.Social change,educational theory and curriculum planning.London:Routledge&Kegan Paul,1973:15.
[14]蔡清田.课程统整与行动研究[M].台北:五南图书出版公司,2004:21.
[15]蔡清田.课程创新[M].台北:五南图书出版公司,2006:1.
基本信息:
中图分类号:G633.3
引用信息:
[1]蔡清田.从课程学理论基础论台湾地区课程纲要的发展趋向[J].全球教育展望,2011,40(03):34-38+58.
2011-03-15
2011-03-15