再論課程實施取向

尹弘颷, 李子建

Research output: Contribution to journalArticles

Abstract

實施取向影響著課程實施及其研究的全域。長期以來,我國的課程學者採用了辛德等人的觀點,認為課程實施可分為忠實、相互調適和課程締造三種取向,但忽視了另一種實施取向的分類方式,即侯斯提出的技術觀、政治觀和文化觀。儘管存在許多差異,這兩種分類方式本質上卻是相互補充的,而且各種實施取向之間也形成了一個連續體。沿著這兩條線索,後現代課程實施觀近年來受到了學者們的關注。
Implementation orientations influence the research and practice of curriculum implementation. In these years, our Chinese curriculum scholars adopted the viewpoints of Snyder et al., which classified three kinds of implementation orientations, namely, fidelity perspective, mutual adaptation and curriculum enactment. However, we neglect the other category of classification on implementation orientations, which was put forward by Ernst House who labeled them as technical, political and cultural. In nature, the two typologies of implementation orientation are complementary though involving some differences, and there is a continuum among those various orientations. Following the two approaches mentioned above, researchers recently discussed the possibility of postmodern perspective of curriculum implementation. Copyright © 2005 華中科技大學.
Original languageChinese
Pages (from-to)67-73
Journal高等教育研究
Volume26
Issue number1
Publication statusPublished - Jan 2005

Citation

尹弘颷和李子建(2005):再論課程實施取向,《高等教育研究》,26(1),頁67-73。

Keywords

  • 課程實施
  • 實施取向
  • 課程變革
  • Curriculum implementation
  • Implementation orientation
  • Curriculum change
  • Alt. title: Revisiting the orientations of curriculum implementation