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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/8077

    Title: 課程研究典範建構的新取向:論課程美學探究的必要性及其限制
    Other Titles: Paradigm Shift of Curriculum Inquiry --- An Analysis & Critique of Aesthetic Inquiry on Curriculum
    Authors: 陳伯璋
    Contributors: 淡江大學教育政策與領導研究所
    Keywords: 課程研究;課程美學;美學探究
    Date: 2006
    Issue Date: 2009-03-16 17:31:05 (UTC+8)
    Abstract: 課程研究已從「科學實證」典範轉向「理解」典範的建構,其發展中以美學探究 的取向最值得注意。然而美學探究的重要概念理論基礎及方法論皆處在「各說其是」 的前典範時期,值得進一步釐清及定位。 本文擬從歷史發展的脈絡中,分析課程研究的三大時期:「科學實證」、「再概念 化運動」及「後現代主義」中美學探究的發展,就其認識論、價值論及方法論的學術 造型加以評析,試圖擬出一個較清晰的架構,以作為今後課程美學落實在課程發展及 教學上的基礎。
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Research Paper

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