Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/19041
Title: 多元文化學校的知識革命與教師重構
Other Titles: The Knowledge Reform and Teacher Reconstruction of Multicultural Education--From the Hidden Curriculum
Authors: 陳美如
Issue Date: Jul-1998
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 長久以來,學校教育的功能,被定位為「兒童社會化的場所」,傳統的價值、文化的傳承都在學校中實踐。然而,強調集體、統一、主流文化的理念,也展現在學校的潛在課程當中。在1960年代多元文化興起後,台灣社會教育改革的風潮也逐漸重視多元的價值及各種差異的存在,而學校正是發展多元文化的最可能單位。因此,「學校應傳遞何種知識?」「教師應做何種準備?」成為學校課程改革的主要課題。本文嘗試超越過去以主流文化為主的課程,從多元文化的角度出發,首先了解潛在課程在教育中的樣貌;其次,探究知識在現代與後現代的轉變;再次探討多元文化學校知識的性質、來源和形成及教師的角色;最後提出在多元文化的學校知識和教師專業的概念下,師資培育方案的信念與作法。期能為台灣在邁向多元開放社會的同時,提供另一種思考。
One function of school education is usually“the field of socialization of children”. The traditional value is always practiced in schools. After 1960, multicultural education was implemented in the western world. Thus, the school is the main unit of educational reform. The purposes of the paper are as follows: 1. Understand the reality of hidden curriculum. 2. Inquiry into the nature of modern and postmodern knowledge. 3. Inquiry into the nature of school knowledge. 4. Propose the direction of multicultural teacher education.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/19041
Other Identifiers: A07323BD-8A00-A446-4881-759619F2083C
Appears in Collections:教育研究集刊

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