課程連結理論之探究
dc.contributor.author | 賴志峰 | zh_tw |
dc.date.accessioned | 2014-10-27T15:30:36Z | |
dc.date.available | 2014-10-27T15:30:36Z | |
dc.date.issued | 2004-03-?? | zh_TW |
dc.description.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。 | zh_tw |
dc.description.abstract | 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. | en_US |
dc.identifier | 7329153B-53F3-B0BA-27D6-8894C7CE1462 | zh_TW |
dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/18991 | |
dc.language | 中文 | zh_TW |
dc.publisher | 國立台灣師範大學教育學系 | zh_tw |
dc.publisher | Department od Education, NTNU | en_US |
dc.relation | 50(1),63-90 | zh_TW |
dc.relation.ispartof | 教育研究集刊 | zh_tw |
dc.subject.other | 課程連結 | zh_tw |
dc.subject.other | 課程理論 | zh_tw |
dc.subject.other | 績效責任 | zh_tw |
dc.subject.other | Curriculum alignment | en_US |
dc.subject.other | Curriculum theory | en_US |
dc.subject.other | Accountability | en_US |
dc.title | 課程連結理論之探究 | zh-tw |
dc.title.alternative | An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessment | zh_tw |