English  |  正體中文  |  简体中文  |  Items with full text/Total items : 51897/87065 (60%)
Visitors : 8467288      Online Users : 120
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/92775


    Title: 課程改革的對位思考與實踐:一個教師社群參與社區公民行動的感性與理性敘事
    Other Titles: The Praxis and Counterpoint Thinking of the Curriculum Reform: A Narrative of Taking Civic Action by a Teachers Community
    Authors: 彭增龍;陳麗華
    Contributors: 淡江大學課程與教學研究所
    Keywords: 敘事;對位思考;知識重構;社會重建;公民行動;公民效能;narrative;counterpoint thinking;knowledge reconstruction;social reconstruction;civic action;civic efficacy
    Date: 2007-03
    Issue Date: 2013-10-22 16:13:10 (UTC+8)
    Publisher: 臺北市:國立編譯館
    Abstract: 課程改革的「對位思考」,主要在提醒大家,改革目的不在於定出教育新秩序與完全和諧,而是著眼一綱多本課程的在地化實踐,強調批判省思與知識重構,並且透過課程規畫、設計、實施、評鑑,以及體驗學習與社區互動的歷程。一方面俾利師生和參與課程發展的成員賦權增能,建立新課程觀;另一方面則期許帶動社會參與學習,認同自我,找回主體意識,迎接真正當家作主時代到來,進而邁向公民社會。就音樂的術語來說,不同教育現場與教師社群的課程革新與在地化實踐經驗,和政府發布實施的九年一貫課程綱要之間,恰如高低音階相佐形成的不完全和諧「對位」關係,不但提供了邊緣發聲與去中心論述的機會,讓學習產生豐富而多元的風貌,更使得學校與社區鏈結趨於緊密,甚至發展出共生共榮的互利契機。
    本文即以臺北縣淡水鎮興仁國民小學教師為主的知識分子社群,在教育現場進行課程改革的對位發展經驗,結合感性與理性的敘事方式,運用個人及社群的實踐證據、生活史與省思對話等,嘗試去除宰制性論述,以在地化、對位式的思考與真實描述,提出課程改革與社區轉型發展的可能質素—公民行動。同時也藉此分享在整個歷程中,形成權力覺醒、批判反省,以及解放、認同與參與社區改造的心路歷程。
    主要論述分成五部分,首先,介紹興仁國小的課程革新經驗,以敘事的方法,紀錄興仁教師社群的組成與相關背景,以及結合教育體系和社會體系資源,將課程在地化實踐—發展出社會行動取向課程模式的努力過程,包括教師課程觀的變革、課程設計與學生活動的轉向等。其次,陳述興仁教師社群進行課程在地化實踐的心境轉變與社區互動情景,例如:教師社群產生在地認同情感、社區住民對革新課程由冷眼旁觀轉為熱烈參與等實證。再者,說明興仁教師社群參與當地社區改造的具體作為與經驗分享,例如:透過對位課程的實踐,引導師生及住民參與社區改造行動,協助社區發展成為全國生態示範社區、規畫老舊石滬重建、海岸生態復育等。再次,則針對興仁教師社群與社區互動,以及參與社區改造等歷程,提出批判、省思或與相關文獻對話,確立主體價值與自我認同,同時也藉此分析參與社區發展的可能與限制。最後,則歸納出敘事研究結果,做為當前社會轉型期間,發展在地識覺與公民效能感的參考,進而鼓勵知識份子參與社區改造,匯結社會重建的團體動能,引爆公民當家作主、邁向公民社會的巨大力量。
    In the past few years, teachers in Shin-ren elementary school worked with some professors as a collaborative team. They regarded themselves as an intellectual community to make their local community better. This article, using narrative method, told the stories of the intellectual community which led a series of curriculum reforms to empower themselves, students and the community fellows for some civic actions.
    This article includes five parts. Firstly, the experience of curriculum reforms in Shin-ren elementary school was introduced, especially the efforts of developing the curriculum of social action approach. Secondly, how the teachers' commitment to the Shin-ren community became stronger and stronger through the curriculum reforms was described. Thirdly, it presented how the teachers and the community fellows worked together, and what they did for the community transformation. Fourthly, some critical reflection on the process of the community transformation was proposed, as well as some possibilities and restrictions of community development were suggested. Finally, it ended in some implications for encouraging general teachers to take civic action through school curriculum.
    Relation: 國立編譯館館刊=Journal of the National Institute for Compilation and Translation 35(1),頁41-60
    Appears in Collections:[課程與教學研究所] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML109View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback