這是集合專家智庫與教師協同研究團隊共同參與、分享與學習的旅程。其研究目的在於釐清教改相關詞彙的真正意涵，探究標準取向課程理論與實踐的相關策略及其配套，以建構一合理可行的標準取向課程發展模式，從而成就課程變革由混沌轉為清明的契機。首先，透過文獻探討與工作坊研習，集體慎思標準、能力指標、核心問題、科際整合、指標性評分等關聯性意義及其對課程變革的影響，瞭解學校課程地圖的規劃、課程發展路徑、及評量機制的更新；次而對照台北美國學校的實地觀摩體驗，參與研究教師協同配合學校教學，進行英語文與其他學科整合的課程設計；最後在台北二所國中，以協同行動研究方法，進行理論與實作交互辯證的實驗教學，探索標準取向課程落實在教室現場的可行性。運用觀察、訪談、錄影、日誌與反省札記等，自2003年9月至2004年6月，長期實地觀測參與研究教師進行課程構思、實作與反省的歷程，比較學生的實作表現的差異，分析標準取向課程實施的方式及其限制，了解核心問題、指標性評分的功能，及其對學習邁向深度理解的影響。綜合研究分析與討論，獲致以下的結論：
1. 篩選標準是展示優質教學的重要手段，而標準的落實必須是團隊分享而非獨立作業。核心問題與探究學習則是邁向理解學習的關鍵指標。
2. 課程是為解決問題才產生的，科際整合的課程應該是用來解決課程需碎片段的組合，並提供更多的關聯性。有助於學生袪除傳統知識的刻板印象，主動積極擴展學習的視野。
3. 協同行動研究即是一解決問題，探究學習的歷程，它需要熱情、協同、好奇、反省與承諾，它也是增進教師專業知能成長的有力方式。
4. 能力的培養不是速成的，必須採標準與指標性評分活用於教室教學，以規準引導，範例說明，運用實作表現重組學生的知識基模，化為智慧能力，以落實多元質性評量的真意。
5. 課程改革應以期望學習成果或意圖的學習成果做為領域的課程目標，透過單元課程融入情意價值的潛移默化，以展現課程美學。
同時，陳述研究心得與建議，並對後續進階研究作出具體的規劃。簡言之，整體研究均在揭示：如何使學生喜歡上課，享受學習樂趣，擁有契而不捨的探究精神與實作能力，以彰顯教育改革的核心價值。 / This was a school reform study to enhance teachers’ capacity. The purpose of the research was to explore the standards-based curriculum development and build an accessible procedure. The whole process including three periods: (1)Group deliberation period, the researcher and partners learned a great deal about the practical knowledge needed to meet the objective of the study in the workshop. And then widely sifted the literature review materials. (2)Development period, the researcher and teammate made two problem-based interdisciplinary curriculum. And design rubrics to improve the approach of performance based assessment. (3)Implementation period, The field study with collaboration is to investigate the trial outcomes. There are five conclusions resulted from the study, which were as follows: (1)Standards, benchmarks and essential questions are key factors to curriculum quality. (2)The integrated curriculum program is to enhance students’ learning toward enduring understanding, and help them to become independent learners. (3)Teachers’ teamwork and professional conversation is the best policy to solve problems. (4)Professional capacity development is the critical mission of schooling. (5)The goal of curriculum renewal is to empower students to be active learners thus taking responsibility for their own studies.
Above all, Teachers as transformative knowledge workers, think globlly, and act locally, to generate exciting new learning models and real-world performance standards. Meanwhile, the researcher does a follow-up project that support the creation and adoption of interdisciplinary curriculum frameworks to reflect today’s complicated socities.. / 第一章 緒 論……………………………………………………… 1
第一節 研究背景、動機與重要性……………………………… 5
第二節 研究目的…………………………………………………… 13
第三節 研究問題………………………………………………… 14
第四節 研究限制………………………………………………… 15
第五節 名詞釋義………………………………………………… 17
第二章 文獻探討……………………………………………………… 21
第一節 標準的核心理念及其與課程的關係…………………… 23
第二節 深度理解、核心問題與標準的關連性 ……………… 42
第三節 科際整合課程意義與設計原則………………………… 57
第四節 探究學習與批判思考教學……………………………… 71
第五節 指標性評分意涵及其應用 …………………………… 95
第六節 多元智慧的教師知識管理……………………………… 113
第三章 研究方法與實施策略…………………………………… 127
第一節 進入教室場域前的準備工作………………………… 128
第二節 研究者的相關經驗與研究方式……………………… 131
第三節 進入教室場域的研究策略……………………………… 134
第四節 研究資料蒐集與整理分析…………………………… 145
第五節 研究品質多元觀點的建置…………………………… 149
第四章 研究發現與討論分析(一)……………………………… 153
第一節 課程慎思與文獻探究…………………………………… 154
第二節 課程發展與科際整合…………………………………… 166
第三節 課程實踐與行動探究 (一)…………………………… 183
第四節 課程實踐與行動探究（二）…………………………… 201
第五章 研究發現與討論分析(二)……………………………… 211
第一節 知識藝術與建構學習…………………………………… 212
第二節 科際整合與教室評量…………………………………… 219
第三節 心智習性與知識管理…………………………………… 226
第四節 思考教學與閱讀理解…………………………………… 236
第六章 結論與建議………………………………………………… 245
第一節 結論與省思……………………………………………… 246
第二節 分享與建議……………………………………………… 254
參考資料……………………………………………………………………… 237
附 錄
附錄一………………………………………………………………………… 261
附錄二………………………………………………………………………… 271
附錄三………………………………………………………………………… 295
附錄四………………………………………………………………………… 321
附錄五………………………………………………………………………… 337
| Identifer | oai:union.ndltd.org:TW/093NTNU5332050 |
| Date | January 1993 |
| Creators | 封四維, Sweet Feng |
| Contributors | 李吟, 單文經, |
| Publisher | 國立臺灣師範大學, 教育學系 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | 中文 |
| Detected Language | English |
| Type | 博士 |
| Format | 372 |
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