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課程大綱
Course content
| Week1 | Introduce the curriculum and how it can become a research field | |
| Week2 | The curriculums contextually and the introduction of the grade 1-9 curriculums | |
| Week3 | Understand the test notes of curriculum developments. | |
| Week4 | The conceptions and constrictions of the curriculum design | |
| Week5 | The introduction of the multiple intelligences theory | |
| Week6 | J. Goodlad ideological curriculum changing levels | |
| Week7 | Introduce the curriculum practices and the development process | |
| Week8 | Introduce the curriculum evaluation of developments | |
| Week9 | Analyze Bo Ai Elementary School’s curriculum |
教學進度
Syllabus
| 第一週 |
| ◆課程的意涵 ◆課程發展階段及意義 ◆課程層級 |
| ◆Introduce the curriculum and why it can become a research field |
| 第二週 |
| ◆課程脈絡及九年一貫課程介紹 ◆九年一貫課程介紹 ◆九年一貫課程介紹及探討 |
| ◆The curriculums contextually and the introduction of the grade 1-9 curriculum ◆The introduction of the grade 1-9 curriculum courses ◆The introduction and discussion of the grade 1-9 curriculum courses |
| 第三週 |
| ◆了解課程發展的應考須知，介紹課程發展由來，並且探討巴比特之理論架 構。 ◆教師在課程中的角色及相關理論 ◆不同學者對課程的影響及現場教育理念的落實 ◆分享教師與課程的故事 ◆教師與課程及教育改革 ◆教育改革及關懷教育學 |
| ◆Understand the test notes of curriculum developments. Introduce the origin of curriculum developments. Discuss the constriction of Bobbitt’s Theory ◆The role teachers play in the curriculum and related theories ◆The curriculum influences from different scholars and practice in the classes ◆Share stories about teachers and curriculums ◆The teachers and curriculums and the educational innovation ◆The educational innovation and Noddings' Care Pedagogy |
| 第四週 |
| ◆課程設計概念及結構 ◆課程結構之潛在課程與空無課程 ◆課程結構之樸素課程 ◆學生分享課程經驗 ◆本位課程之意義發展與類型 ◆介紹學校本位課程的類型與中央集權課程作比較。 ◆比較學校本位課程與中央集權課程之差別 |
| ◆The conceptions and constrictions of the curriculum design ◆The curriculum constrictions of the latent courses and empties courses ◆The curriculum constrictions and the plain curriculum ◆Students share the curriculum experiences ◆The meaning developments and types of the school-based curriculum ◆Introduce the types of the school-based curriculum and compare with the centralization curriculum ◆Compare the school-based curriculum with the centralization curriculum |
| 第五週 |
| ◆介紹多元智能理論 ◆探討影響老師課程發展與設計的因素並思考班級的教學問題。 ◆思考教學問題與課程設計及如何設計課程. ◆課程設計模式 |
| ◆Discuss the reasons that affect teachers’ curriculum development and design and thinking about the classes teaching questions ◆Thinking about the teaching questions and the curriculum design and how to design curriculums |
| 第六週 |
| ◆探討古德拉的相關論述介紹課程改革模式，進而提出老師的理想課程。 ◆探討走閃、課程目標與選擇 ◆介紹課程選擇和教學方法的選擇 ◆介紹組織的規準及應用，探討課程評鑑。 ◆探討理論與現實的落差介紹教育思想家-杜威。 |
| ◆Discuss J. Goodlad ideological curriculum and introduce the operational curriculum. Try to give teachers the ideal curriculum ◆Discuss the curriculum goals and the choices ◆Introduce the curriculum choices and the choices of teaching methods ◆Introduce the rules and applications of the organizations and discuss the curriculum evaluation ◆Discuss the different of theories and practice and introduce the educationist John Dewey |
| 第七週 |
| ◆介紹課程實施觀點以及發展過程。 |
| ◆Introduce the views of the curriculum practices and the development process |
| 第八週 |
| ◆介紹課程評鑑的發展、意義、層級，探討教師評鑑，提出評鑑新概念-賦權增 能。 |
| ◆Introduce the developments, meanings, and levels of curriculum evaluation. Discuss teachers’ evaluation and give the new conception—the empowerment |
| 第九週 |
| ◆博愛國小的校本課程，並加以分析。 ◆性別平等教育的課程設計與架構。 |
| ◆Analyze Bo Ai Elementary School’s curriculum ◆The curriculum design and construction of the Gender Equity Education. |
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