由教師課程意識探討學校本位統整課程的實踐行動School-based Integrated Curriculum Practical Actions: Case of Teacher Curriculum Consciousness
本文以詮釋學方法論述,從人的「意識」、行動與行為的意向意義、課程實踐行動的自由選擇、決定與教師課程意識覺醒,分析探究一所中學學校本位人文統整課程的締造與實施,以及教師課程意識與校本課程實踐行動相互激發,並討論以行事權、省思與協作等策略,幫助教師課程意識開展,促使學校課程實踐紮根,進而形塑相互學習的學校新文化,提供學生更豐富的學習與經驗,以達成自我實現。 This paper investigates the mutual stimulation of the development and administering of school-based integrated humanities...
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Format: | Article |
Language: | English |
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Higher Education Foundation
2008-09-01
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Series: | Journal of Curriculum Studies |
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Online Access: | http://www.edubook.com.tw/OAtw/detail.aspx?no=56155 |