Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/18991
Title: 課程連結理論之探究
Other Titles: An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessment
Authors: 賴志峰
Issue Date: Mar-2004
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 課程連結(curriculum alignment)理念的起源可追溯到19世紀。經過系列研究,J. Rice認為當時的美國教育缺乏目標澄清和是否達到學習效果的評量,E. Thorndike進一步提出遷移理論,後來,學者將連結視為遷移理論的一種型式。1980年代,洛杉磯西南實驗室與洛杉磯的學校合作改進學生表現時,創造「課程連結」一詞,在1980-1990年代,美國許多州和地方學區採取「課程連結」作為推動有效能學校的措施之一。美國2001年「帶好每位孩子法案」(No Child Left Behind Act)規定,各州必須發展與州標準相連結的測驗,並以學生在測驗上的成就表現作為判斷學校和學區之績效責任。首先,本文探討課程連結理論的起源與發展,其次,界定其意義與假定,再針對該理論的架構、類型、面向和模式等內涵加以闡述,再次,提出連結分析模式和實證研究,最後,提出評析與啟示。
This article analyzes curriculum alignment theory in terms of the relationship among curriculum requirements, instruction and assessment. The analysis focuses on the following themes of curriculum theory: (1) origin and development; (2) definition and assumptions; (3) frameworks, typology, dimensions, and models; (4) related empirical studies; (5) theoretical critiques. Finally, the author discusses some implications of curriculum alignment theory.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/18991
Other Identifiers: 7329153B-53F3-B0BA-27D6-8894C7CE1462
Appears in Collections:教育研究集刊

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