學校本位課程發展：理論與取向

學校本位課程發展：理論與取向

• 李子建 香港教育大學

課程與教學, 6(3), 105-127, 2003

中華民國課程與教學學會

2003

• D 課程
  • DB 課程發展與評鑑

學校本位課程發展 課程發展模式 課程理論 School-Based Curriculum Development Curriculum Development Models and Curriculum Theories

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

學校本位課程發展可說是近年課程改革範圍內一個重要議題。本文嘗試整理和探討有關學校本位課程發展的定義，以及探討不同的學校本位課程發展取向和模式。首先，文章探討課程發展、課程改進以至校本課程發展的意涵，此外，有關學校聚焦、學校為中心到學校為本課程發展的定義亦作探討。其次，文章初步探討中國內地、台灣和香港的校本課程發展脈絡。本文從技術－科學和非技術取向探討不同的校本課程發展取向與模式，尤其對史克北模式評析，以及非技術取向下的人文教育模式、協商課程模式、創作周期模式等。School-based curriculum development is an important agenda in the field of curriculum reform in recent years. This article attempts to consolidate and discuss various definitions related to school-based curriculum development as well as to discuss their different approaches and models. First, the article discusses the meaning of curriculum development, curriculum improvement and school-based curriculum development. Secondly, the definitions related to school-focused, school-centred as well as school-based curriculum development are explored. Moreover, the article initially discusses the contexts of school-based curriculum development in the Chinese Mainland, Taiwan and Hong Kong. The article also discusses different approaches and models of school-based curriculum development from both technical-scientific and non-technical perspectives, especially with regard to the critique of Skilbeck's model and elaboration of humanistic education model, negotiation curriculum model and authoring cycle model. Copyright © 2003 中華民國課程與教學學會.

• 中文

期刊論文

• 15601277

• 10.6384/CIQ.200307.0105

https://bibliography.lib.eduhk.hk/tc/bibs/01fe59a9

2020-02-04