一位國小教師實施統整課程的專業自主與抗拒再製之研究

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一位國小教師實施統整課程的專業自主與抗拒再製之研究
著者: 劉敏琪
郭丁熒; 國民教育研究所
主題: 抗拒再製; 抗拒再製方式; 統整課程; 專業自主
描述: 本研究旨在探究教師實施統整課程時所擁有之專業自主權及其抗拒再製之情形。本研究以一位國小教師為對象，觀察其統整課程的實施，透過文獻探討、文件分析、教室觀察、訪談等方式進行資料的收集，並依照紮根理論來進行資料之處理及分析。本研究結果發現如下： 1. 本研究研究對象艾老師所實施的統整課程，其類型為「多元學科、教師設計、聯絡式統整」，而統整課程的內涵以「經驗的統整」及「能力的統整」兩向度的內涵比例最多 2. 本研究研究對象艾老師實施統整課程時，整體而言，專業自主權相當的高，其中專業自主之程度以「教師層級」與「教室層級」較高，「學校層級」中有專業自主權但受限於團體的決策 3. 本研究研究對象艾老師實施統整課程時，其教師抗拒再製的事例約佔總事例的 40.52 %，而抗拒再製的方式以「文本處理」為主要的抗拒再製方式，「彌補差異」次之，「教師反思」最少 4. 本研究研究對象艾老師在實施統整課程時，於專業自主權較高的「教師層級」及「教室層級」均有教師抗拒再製的展現，而在「學校層級」中則無教師抗拒再製的展現根據上述之研究結論，提出以下的建議： 1. 教師方面 (1) 教師課程設計可以由簡到繁，慢慢充實自身課程設計相關的能力 (2) 教師抗拒再製可由教師自身以及教室內的教學實踐做起，再向外延伸擴展至學校或社會結構 2. 在師資培育機構方面，師資培育課程可透過探究文本中的權力關係分析其歷史脈絡，建立教師對於文本的解讀能力，以增加教師抗拒再製的可能性 3. 對學校行政人員方面，學校行政人員應加強對於教育改革的認知，並提供教師與行政之間溝通的管道及機會 4. 在未來研究方面，未來研究可繼續深入探究引起「抗拒再製」之機制關鍵字：抗拒再製、抗拒再製方式、統整課程、專業自主
The study is to explore teachers’ professional autonomy and resistance of reproduction when they practice integrated curriculum. An elementary school teacher, Miss Ai, was selected for the observation of her practice of integrated curriculum. Qualitative research was adopted . Participant observation and interview were used to collect data. And grounded theory was used to analyze the data collected. The main findings were drawn as follows: 1. The integrated curriculum Miss Ai used was typed as “Multi-discipline, Teacher-designed, and Connected-integrated-curriculum”. And her integrated curriculum composed most of “integration of experiences” and “integration of ability”. 2. As a whole, Miss Ai had quite a lot of professional autonomy when practiced integrated curriculum. She had much more professional autonomy in teacher-level and classroom-level. In school-level, her professional autonomy was restricted to group decision. 3. When practiced integrated curriculum, the portion of Miss Ai’s teacher’s resistance of reproduction was 40.52%. The main way of her resistance of reproduction was “text-processed”, the next was “ difference-mended”, and “teacher’s reflection” was the least. 4. Miss Ai’s behavior of resistance of reproduction existed in only teacher’s class and school-class but it didn’t in school-class. According to the findings above, some suggestion were made: 1. For teachers (1) Teachers can enrich their ability of curriculum design and design curriculum from simple to difficult. (2) Teacher can practice resistance of reproduction when they teach, and expand it into school and society outside. 2. Through the exploration of the “Power relation and context” in the research, teacher education should enrich teacher’s text-reading ability and increase the possibility of teacher’s resistance of reproduction. 3. The administrative personnel in school should enhance their cognition of education reform and provide more opportunities and mediums for the communication between teachers and administrative personnel. 4. Future research can explore “resistance of reproduction” more deeply. Keyword: resistance of reproduction, the way of resistance of reproduction, professional autonomy
碩士
建立日期: 2001
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4842
資源來源: NUTN IR

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一位國小教師實施統整課程的專業自主與抗拒再製之研究

劉敏琪郭丁熒; 國民教育研究所 2001

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一位國小教師實施統整課程的專業自主與抗拒再製之研究

劉敏琪 郭丁熒; 國民教育研究所 2001

正在檢索遠程資料庫，請稍等

劉敏琪郭丁熒; 國民教育研究所 2001