課程連結理論之探究

dc.contributor.author賴志峰zh_tw
dc.date.accessioned2014-10-27T15:30:36Z
dc.date.available2014-10-27T15:30:36Z
dc.date.issued2004-03-??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.abstractThis 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.identifier7329153B-53F3-B0BA-27D6-8894C7CE1462zh_TW
dc.identifier.urihttp://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.publisherDepartment od Education, NTNUen_US
dc.relation50(1),63-90zh_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.otherCurriculum alignmenten_US
dc.subject.otherCurriculum theoryen_US
dc.subject.otherAccountabilityen_US
dc.title課程連結理論之探究zh-tw
dc.title.alternativeAn Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessmentzh_tw

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