The curriculum decision making and rationales study of 95 geography curriculum guidelines

• Main Authors: Chieh-wen Yang, 楊傑文
• Other Authors: Chung-ling Ouyang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/30535295524833323512

碩士 === 國立臺灣師範大學 === 地理學系 === 97 === There are many discussions of curriculum decision-making in curriculum study after the curriculum reforming, but the focus is much on classroom and school level, less on national level. The study seems the making of 95 geography guidelines as a process of national level curriculum decision-making and curriculum development, using document analysis and semi-structural interviews methods to focus on content deciding, the factors influencing the decision and the makers’ rationales about geography curriculum making. In decision-making part, finds that the making team was divided into two parts: one was project team, the other was consultation team. The much powerful former decided the whole structure and discussed the draft, the latter made the draft. And there were some imperfections between their communications, reflecting authority, knowledge and decision related each other. No matter project team or consultation team, the factors that influenced decision making were complex, including learner’s situation, geography focus, hours limited. The project team was more focus on whole structure, and the consultation was more focus on teaching side. Moreover, politic power was not to interfere in curriculum contents directly, but hide in the process. In makers’ rationale part, although the guidelines were made, then due to the different background of the makers, cause the inner rationales were different. And in the makers’ rationales, we can find the influence of national geography education trend. Researcher suggests Ministry of Education should give more time to make the guideline, even to establish or use professional organization to reach an agreement about geography education between academia and school.