淡江大學機構典藏:Item 987654321/31044

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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31044


    Title: 我國實施國民中小學師資合流培育課程之可行性研究
    Other Titles: The feasibility of implementing an integrated curriculum for the preparation of the elementary and secondary teachers in Taiwan
    Authors: 劉容容;Liu, Jung-jung
    Contributors: 淡江大學教育政策與領導研究所碩士班
    黃炳煌;Huang, Ping-huang
    Keywords: 師資合流培育課程;中小學師資類科;Integrated Curriculum;Elementary and Secondary Teachers
    Date: 2005
    Issue Date: 2010-01-11 00:10:26 (UTC+8)
    Abstract: 本研究旨在探討我國實施國民中小學師資合流培育課程之可行性研究，俾提出具體建議以供相關單位參考。
    研究之研究方法採比較研究法與深度訪談法。以自編之「我國實施國民中小學師資合流培育課程之可行性研究大綱」為研究工具。在訪問調查部分，訪談對象包括課程、師資培育的學者、國民中小學校長、主任及老師共14位專家。
    根據比較研究及深度訪談的資料整理分析，本研究獲致結果如下：
    一、師資合流培育課程之可行性研究
    （一）師資培育之現況是否要嚴格劃分中、小學學程，需要更周詳
    的考量與檢討。因此，我國實施國民中小學師資合流培育課
    程其需要性。
    （二）師資合流培育課程之時機已漸趨成熟，雖有法源依據，亦需
    師資品質的把關及其他配套措施。教育部亦應事先研擬妥適
    方案，供各師資培育機構遵循。
    （三）「我國實施國民中小學師資合流培育課程」在政策本身已具
    備明確的目標，而在政治可行性、經濟可行性及環境可行性，
    也獲得多數專家的支持，但在法律可行性及行政可行性上，
    專家們顯示目前師資合流培育課程缺乏成功執行的良好條件。
    二、師資合流培育課程之規劃
    （一）師資合流培育課程總學分多寡沒有太大意義，重點在內涵要
    求。
    （二）從「有效教學」的角度來說，課程比重應該是1：1：1。
    （三）並行遞增式有探索意味，且課程結構具連貫性。
    （四）擇一實習半年，待任教後再「加科登記」。
    （五）教師檢定宜為「中小學師資類科」另行出題。
    （六）師資合流培育課程可以撼動分科的架構，符合九年一貫課程
    精神，對課程改革也有正面影響。

    三、師資合流培育課程實施之注意事項
    （一）課程安排不易
    （二）就業競爭力不明
    （三）師資供需失調日趨嚴重
    （四）缺乏修業規範
    （五）國中校長支持不足
    （六）缺乏行政制度、法令規章之輔助
    （七）師資培育機構協調不易
    （八）缺乏師大及一般大學支持

    根據研究結論，提出具體建議，以供教育行政機關、師資培育機構、師資生及未來相關研究之參考。
    The purpose of this study is to discuss the feasibility of implementing an integrated curriculum for the preparation of the elementary and secondary teachers in Taiwan. Suggestions are providing for related educational administration agencies.
    The methods include comparative and in-depth interview. In behalf of obtain more information, moreover interview some experts relating these fields. There are scholars of curriculum or teacher educations, and faculty teaching of elementary or secondary schools in Taiwan.
    Based on the result, the conclusions were as follows：
    1. The feasibility of implementing an integrated curriculum
    （1）It is necessary to implement an integrated curriculum for the preparation of elementary and secondary schools'' teachers in Taiwan.
    （2）”Teachers’ Training Law“ in Taiwan has been newly revised in 2004, upon which “Elementary and Secondary Schools'' Teachers Pre-Service Educational Program” is based.
    （3）It is feasibility of political, economic and environment. Furthermore, it facilitates the feasibility of legal and administration''s instruction and guidance.

    2. Design the integrated curriculum
    （1）The content of curriculum is impartment more than 50
    credits.
    （2）”General Education”,” Specialization” and ”
    Professional Education” in curriculum specific are
    equal.
    （3）”Curriculum Pattern” is the best way than
    consecutive and capstoned pattern.
    （4）Choosing elementary or secondary to practicum half an
    year.
    （5）Establishing teacher certification for “Elementary
    and Secondary Schools'' Teachers”.
    （6）Alignment with Grades 1-9 Curriculum.

    3. Challenge
    Integrated curriculum is not easy to be arrangement, working competition is unclear, teachers over needed, lacking administrative system''s assist and study norm, the coordination between teacher training organizations is difficult, also without Normal, General University and secondary schools principals'' support.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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