English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113142/144115 (79%)
Visitors : 50612657      Online Users : 342
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/40753


    Title: Changing schools from loosely coupled elements to a perceptionally integrated system through facilitating curriculum integration
    Other Titles: 讓學校從鬆散拼湊元素革新為知覺統整系統：透過課程統整的推動
    Authors: 黃譯瑩
    Contributors: 教育系
    Keywords: 自組織系統;組織變革;課程統整;curriculum integration;organizational change;self-organizing system
    Date: 2001
    Issue Date: 2010-06-02 16:19:58 (UTC+8)
    Abstract: 本文目的在為「以課程統整作為推動學校從鬆散拼湊元素革新為知覺統整系統的策略」從文獻探析與實證研究中提出辯證，全文從自組織系統的觀點出發。首先，討論何謂有效的變革、以及為何組織發生變革等問題；其次，分析有關學校與變革之間的互動關係與教育現象；復次，探究變革的圖像包括其特質、來源與過程；最後兩個部分在探討所有權與創制的概念，並對教師所有權與創制的推動提出有效的策略。經由組織變革相關概念的重新建構，可以歸納：課程統整 ── 作為一種焦點在於「不斷地建立連結」的思考典範 ── 將提供學校從鬆散拼湊元素革新為知覺統整系統的最佳機會。研究者以上述論述為基礎，在一所美國高中進行行動研究，結果顯示在學校提供其教師體驗與省思課程統整的過程中，推動了教師的轉變、也促進了自身變革的發生。 Through content analysis and action research, this paper aims to justify the strategy of applying curriculum integration to facilitating schools to change from loosely coupled elements to a perceptionally integrated system. First discussed are questions of what makes changes effective and why organizations change. Secondly, educational phenomena about the relations between schools and change are analyzed from the organizational perspective. Thirdly, the images of change are illustrated from the self-organizing system perspective. Finally analyzed are the concepts of ownership and enactment, and the strategies for facilitating both through curriculum integration. It is claimed that curriculum integration, as a mode of thinking focusing on making connections, provides schools the optimal opportunity to change from loosely coupled elements to a perceptionally integrated system. Based on such an argument, an action research was conducted in an American public high school. The result showed that the process of providing opportunities to experience and reflect on curriculum integration inspired teachers to transit attentions and make many more connections, and meanwhile facilitated the school changing to a perceptionally integrated system.
    Relation: 教育與心理研究, 24, 99-133
    Data Type: article
    Appears in Collections:[師資培育中心] 期刊論文
    [教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File SizeFormat
    index.html0KbHTML22040View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback