國立臺灣師範大學教育學系李玉馨2014-12-022014-12-022013-07-31http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/39440為因應國家發展需求及社會大眾期待，國民基本教育將從 103 年起延長至高中職 階段。到目前為止，各方關注的焦點都集中在升學制度的改革上，真正重要的課程規 劃問題反而備受忽略。由於「十二年國教」的新內涵是立基於「九年一貫課程」，且必 須考慮學生個別的生涯發展需求，本研究不但將檢討「九年一貫」政策中的「課程統 整」問題，也將為「課程統整」理論中的「職業教育」尋求定位。透過對美國著名哲 學家杜威「課程統整」理論的深入探討，本研究將以其在「職業教育」議題上的思辯 成果，對「九年一貫」和「十二年國教」政策提出某些修正建議。In response to the needs of the nation and the expectations of the public, the government has announced to launch “12-Year Universal Education” in 2014. Up to now, the reform of high school entrance exams has been over-emphasized, but the planning of new curriculum, which is the key to the success of this new policy, has been overlooked. Since “12-Year Universal Education” is based on “Grades 1-9 Curriculum,” it is necessary to examine the problems caused by “curriculum integration” of the old policy. Also, the role and the function of vocational education should be reconsidered in terms of “curriculum integration,” in order for the individual career development of all students. After exploring the renowned philosopher John Dewey’s theory of “curriculum integration” and his insights into vocational education, this study will give some advice to both “Grades 1-9 Curriculum” and “12-Year Universal Education.”十二年國民基本教育九年一貫課程課程統整杜威教育哲學職業教育12-Year Universal EducationGrades 1-9 CurriculumCurriculum IntegrationJohn Dewey’s Philosophy of EducationVocational Education