從問責制度分析教育改革中之體育課程設計

從問責制度分析教育改革中之體育課程設計

Evaluation of development and reform in the physical education curriculum using the accountability system approach

• 陳運家 香港中文大學

教育曙光 : 香港教師會學報, (51), 33-39, 2005

香港

香港教師會

2005

• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利
    • GHA 教學目標、課程及評鑑

• Hong Kong

• 1997.7 onwards

• 中學教育

問責制是各國探討教育改革其中一個重要問題。在香港體育教學，若果沒有設訂「適切及完善」之問責制，大多學校將不重視體育科目的課程設計內容及學生之學習果效。2001 年開始推行之教改方案，以及在2004 年「三三四」高中學制改革，雖然教改中所設計的主要理念正確。但因為未能設立一個「適切及完善」之問責制，所以在課程目標、內容及評量之設計並不配合。本文從問責制度分析教育改革中，體育課程之設計及當前需解決之問題。
Accountability is the objective for education reform in the 1990s. In Hong Kong, there are no suitable and publicly acceptable accountability systems for the physical education curriculum, thus curriculum design, and teaching content, as well as teaching effectiveness related to the school physical education will generally neglected. The education reform started in 2001 and the consultation for the "334" system of the senior reform began in 2004. As a result, the aims of physical education have generally been accepted by teachers. However, the reform design was flawed with a mismatch among the aims, content and assessment. This was due to the lack of suitable and acceptable accountability systems. Based on the accountability system approach, this paper evaluates the design of the physical education curriculum and the problems in the current curriculum implementation, based on which comments have been suggested.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 中文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/5f786c60

2010-12-02