学校建构的暑假生活——以一所台湾地区特色学校实践为例

发布时间：2018-05-17 01:08

本文选题：课程理论 + 暑假　；参考：《教育学术月刊》2017年06期

【摘要】：以Goodlad所提出之课程决定与结构的观点,分析台湾地区一所具有原住民特色的学校,为学生建构的暑假生活及其课程实践过程。透过个案研究法,将访谈数据、文件数据、档案数据进行分析。研究结果发现,学校建构的暑假生活,在课程项目方面包含"暑期阅读与写作营队"、"补救教学(国数英美劳足球)"、"教育优先区之课程(射箭、桌球、石板屋)"、"惊叹乐舞-上海交通大学之夜"、"琉球文化多宝格Okinawa CCC 2016";课程决定层次主要以学校(机构层次)为主,课程决定时会考虑到经费预算的补助(社会层次)及学生需求(个人或经验的层次),最后才考虑到教学层次;暑假生活课程的结构以运作的课程(33天、27.5%)、经验的课程(33天、27.5%)执行天数为最多,正式的课程(21天、17.5%)与知觉的课程(20天、16.67%)次之,在理想的课程方面(13天、10.83%)最少。学校暑假生活课程决策与实践过程,依据不同课程内容与需求而有所差异。
[Abstract]:From the viewpoint of curriculum decision and structure put forward by Goodlad, this paper analyzes the summer life and curriculum practice of a school with aboriginal characteristics, which is constructed for students in Taiwan. Through case study, the interview data, file data and archival data are analyzed. The results of the study showed that the summer life constructed by the school included "summer reading and writing camp", "remedial teaching (British American football)", "courses in priority areas of education (archery, billiard)," Stone House) "," Marvel and Dance-Night of Shanghai Jiaotong University "," Okinawa CCC 2016 of Ryukyu Culture "; curriculum decision level is mainly school (institutional level). Curriculum decisions take into account budgetary subsidies (social levels) and student needs (individual or experiential levels), and finally the teaching level; The structure of summer life courses is as follows: operational courses (33 days), experiential courses (33 days / 27.5 days), formal courses (21 days / 17.5B) and perceptual courses (20 days / 16.6733), followed by ideal courses (13 days / 10.833). The decision-making and practice process of school summer life curriculum are different according to different curriculum contents and needs.
【作者单位】：高雄师范大学教育学系;
【分类号】：G622.3

【共引文献】