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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31156

    Title: 國小生活課程能力指標之研究
    Other Titles: The competence indicators of life curriculum in elementary schools.
    Authors: 張毓敏;Chang, Yu-ming
    Contributors: 淡江大學教育政策與領導研究所碩士班
    歐用生;Ou, Yang-sheng
    Keywords: 生活課程;能力指標;Life curriculum;competence indicators
    Date: 2005
    Issue Date: 2010-01-11 00:19:52 (UTC+8)
    Abstract: 生活課程期望以能力指標取代單元具體目標,賦予教材內容規劃彈性,以利於與生活經驗做統整。然而目前生活課程所使用之能力指標係拼湊而成,並不符合統整之理念。據此拼湊而成的指標所編輯的教材與教學設計,是否真能打破過去偏重知識的教導,忽略能力培養的弊端,進而達成統整知識,實則令人感到懷疑。
    本研究期望透過探討生活課程之理論與內涵,並參考日本與英國之生活課程相關內容標準,擬定生活課程能力指標草案,透過「模糊德懷術」(Fuzzy Delphi technique)的實施,徵詢國內生活課程專家、學者、課程編輯者及教學經驗豐富之生活課程教師之意見,進而擬定我國生活課程之能力指標,以期達成生活課程統整之理想。
    The competence indicators of life curriculum at present are scraped from different fields, however, the intention of life curriculum is to combine the living experience with curriculum and focus on the ability of life.
    To achieve the purpose above, this study has referred to some curriculum standards of other foreign countries to draft a competence indicators of living curriculum. Adopting the method of Fuzzy Delphi technique to collect diverse opinions for reference.
    According to the research, conclusions as follow:
    一、 The theories foundation of life curriculum should include Progressivism, Constructivism, Cognitive theory and Curriculum integration theory.
    二、 The content and the description method of life curriculum currently are difficult to be interpreted into curriculum.
    三、 The present indicators without central concept have caused problems of disproportionate distribution and incapable of curriculum integration.
    Basing on the research, suggestions as follow:

    一、 To the administrative authorities in education: should form a complete set of training courses, and reconnsider the theories and the content of life curriculum.
    二、 To the course designers and teaching materials editors: before designing, the editorial staffs should get to know the complete picture of life curriculum more so that they can connect the content and the indicators with the real environment.
    三、 To the teachers: teachers in life curriculum are pilots but not deliverer, curriculum designing should be children-centered.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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