探究取向的課程與教學

Inquiry-Based Curriculum and Instruction

單文經;侯秋玲
Wen Jing Shan;Chiu Ling Hou


所屬期刊： 第4卷第2期 「課程與教學」
主編：香港中文大學教育學院院長
李子建
澳門大學教育學院院長 單文經
系統編號： vol013_04
主題： 課程與教學
出版年份： 2008
作者： 單文經;侯秋玲
作者(英文)： Wen Jing Shan;Chiu Ling Hou
論文名稱： 探究取向的課程與教學
論文名稱(英文)： Inquiry-Based Curriculum and Instruction
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 22
中文關鍵字： 課程乃協同探究;探究取向課程;課程典範
英文關鍵字： curriculum as collaborative inquiry;inquiry-oriented curriculum;curriculum paradigms
服務單位： 澳門大學教育學院教授兼院長;台灣毛毛蟲文教基金會執行長
稿件字數： 16281
作者專長： 課程與教學
投稿日期： 2008/1/18
論文下載： pdf檔案icon
摘要(中文)： 本文首先指出課程典範可分為永恆分析、實用探究和批判實踐等三種。有鑒於永恆分析的課程典範，過分注重技術理性與系統分析，抹煞了師生的互為主體性，乃提出整合了實用探究與批判實踐課程理論以及建構教學理論的「課程乃協同探究」，以及「探究取向課程」等二種教學實踐模式。文末指出，這二種模式與禮記中庸揭示的「博學、審問、慎思、明辨、篤行」以及孔子所言「疑思問」、「學而不思則罔，思而不學則殆」的學問之道理念一致。
摘要(英文)： The authors pointed out that there are three commonly acknowledged curriculum paradigms: perennial analytic categories, practical inquiry, and critical praxis. The first paradigm has been criticized as too dependent on technical rationality and systems analysis, and neglecting inter-subjectivity. This paper, on the contrary, introduced the concepts of “curriculum as collaborative inquiry” and “inquiry-oriented curriculum” that integrated the second and the third paradigms with other concurrent theories of curriculum and instruction. The authors found that the essence of the two models corresponded with the ideas of inquiry mentioned in Confucian’s writings.
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