「學科課程論點」與「兒童中心課程論點」思辯：兩位國小教師之個案研究

• Main Authors: PEI-SHAN,TU, 杜佩珊
• Other Authors: 周淑卿
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/30698358999130544303

碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === This study adopted the method of case study. The purpose of the study was to explore teachers’ real doings toward the discipline-centered curriculum and the child-center curriculum in curriculum and teaching. Besides, the researcher also tried to realize the consistence of teachers’ viewpoints about curriculum and their real doings, and the factors which affect the consistence. The study reviewed the literature about the concept of the discipline-centered curriculum and the concept of the child-center curriculum to realize the differences between these two concepts. The data of the study were collected from two elementary school teachers who have different viewpoints. The data collecting were adapting formal and informal ways to interview teachers, classroom observation, and the related documentaries and papers. Through comparing, triangulating and analyzing the data, the results were as following: 1. There is an absolute philosophy of curriculum in theory; however, teachers have no absolute viewpoints about curriculum in practice. 2. People should realize teachers’ viewpoints about curriculum through teachers’ “ideas”, because in spite of that teachers can insist on their ideas toward curriculum, there are lots of factors in teaching, therefore, it is hardly for teachers to have absolute doings in practice. Based on the research findings of the study, there are some suggestions as followings: 1. The suggestions provided for teachers and school organization: （1） Teachers should often check their viewpoints about the philosophy of curriculum, and reflect the reasons which result in the consistence or inconsistence about their doings and viewpoints. （2） The school should allow that teachers put their ideas into practice according to their different viewpoints, and increase the opportunities for teachers to communicate with each other, and then teachers can reflect their viewpoints about the philosophy of curriculum through dialectical thinking. 2. The suggestions provided for the teaching training organization: the teacher training organization should emphasize the cultivation of the theory about the philosophy of curriculum to construct Taiwan teachers’ understanding and belief toward the axiology and the epistemology in curriculum. Key words: the discipline-centered curriculum, the child-centered curriculum