政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/102340
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 112721/143689 (78%)
Visitors : 49504039      Online Users : 800
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大典藏 > Journal of NCCU > Issue 83 > Journal Articles >  Item 140.119/102340
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/102340


    Title: 促發課程改革的永續機制:『教師即課程評鑑者』的理論探究
    Other Titles: The Continuous Mechanism of Curriculum Reform: Inquiring the Theory of Teachers as Evaluators
    Authors: 陳美如
    Chen, Mei-Ju
    Contributors: 教育系
    Keywords: 課程評鑑;教師專業成長;課程改革
    Curriculum Evaluation;Teacher Professional Development;Curriculum Reform
    Date: 2001-12
    Issue Date: 2016-09-29 16:57:00 (UTC+8)
    Abstract: 臺灣在此次九年一貫課程的改革熱潮中,有的教師以冷漠回應,有的教師多所觀望,也有教師從課程的改革中體會教育的真諦,樂在其中,正在其崗位上以行動實踐理念,而許多動人的課程與教學故事也不斷展開。然而,教師在持續行動的時間序流中,也開始反省:我這樣的課程,學生快樂了,學生真的學到該學的,應有的能力養成了嗎?我的課程規畫與教學適當嗎?問題出在那裡?有沒有更好的策略?教師自從成為課程發展者之後,即需要自我反省,如何經由反省回顧,以踏實向前,是目前投身於教改中教師群的心聲。而課程評鑑是協助學校教師蒐集訊息、瞭解問題、研擬策略、改進問題的重要機制,但是長期以來教師在課程評鑑中,始終是一個被「觀看」的角色,評鑑對教師而言,無疑是一種「評等」與「審判」,處於一種被動、壓抑的地位,在評鑑的系統中,教師僅是客體,而非主體,此主客二分的思維,已無法解釋當前的課程改革情境。在評鑑的系統中,教師應是主體,因為唯有課程發展者才最瞭解課程,最有資格對自己的課程進行評鑑,但一方面教師同時也是客體,教師也需要經由他人的意見與回饋中瞭解自己的盲點,以利課程的改進。是故,「教師即課程評鑑者」的理念與作法,將有助於長期進行課程改革,也唯有當課程評鑑成為教師教學生活中的一環時,透過評鑑促發改進的動力才能源源不絕,課程改革之路方能長久。本研究主要分析教師、課程與評鑑的關係;探究「教師即課程評鑑者」的理念基礎;提出當前及未來教師進行課程評鑑之具體建議。
    Facing the recent nine-year consistent curriculum reform in Taiwan, some teachers are indifferent, some are hesitant, and stills others are happily devoted to it, recognizing the true significance of the reform and putting their ideals into action. During the process of carrying out their ideal curriculum, these teachers also start to reflect on their pedagogic practices: My students seem to be happy with the curriculum, but do they really learn what they should learn and gain the abilities they should have? Are my curriculum planning and teaching appropriate? Are there any problems? What are they? Do I have better strategies to solve them? After teachers become curriculum developers, they need to be self-reflective and try to learn how to progress through self-reflection. Curriculum evaluation is an important mechanism in assisting teachers in collecting information, understanding problems, planning strategies, and improving curriculum. However, the role teachers played in curriculum evaluation has been a passive and suppressed one, always being observed, evaluated, graded, and judged by the specialists and professionals. In the traditional evaluation system, teachers were just objects, not subjects, which could not fit into the current situation of education reform. On one hand, teachers should be the subjects in curriculum evaluation because they are the curriculum developers, and they are the ones who know most about the curriculum and the most qualified ones to evaluate the curriculum. On the other hand, teachers should be objects as well. With other people`s opinions and feedback about their curriculum, they may understand their weakness and shortcomings to improve their curriculum. Therefore, the concept and practices of "teachers as curriculum evaluators" are useful in promoting ongoing curriculum reform. Only when curriculum evaluation becomes a part of teachers` teaching career, then the motive power generated by evaluation will last forever to give continuous impetus to curriculum reform. The purposes of this research are as follows: analyzing the relationship among teachers, curriculum and evaluation, investigating the conceptual basis of "teachers as curriculum evaluators", providing some specific suggestions about how to carry out curriculum evaluation for current and future teachers.
    Relation: 國立政治大學學報, 83, 53-90
    Data Type: article
    Appears in Collections:[Issue 83] Journal Articles

    Files in This Item:

    File Description SizeFormat
    fb160923105955.pdf3395KbAdobe PDF2624View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback