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篇名 香港的課程統整
並列篇名 Curriculum Integration in Hong Kong
作者 陳健生(Jacqueline Kin-Sang Chan)
中文摘要 香港學校在1975年開始發展統整課程,隨後於1990年代也發展不少以校本為主導的統整課程。2001年長達10年的課程改革,更以中央政策推動之力,於2009年採用高中核心課程「通識教育」,在在揭示了香港在課程改革方面,用上了課程統整作為課程設計概念。但是,香港學校課程在課程統整方面的應用,並非以進步主義作為理念基礎,而是以課程統整作為實施的手段,目的是為了改善課程的擁擠問題,以及配合課堂的教與學需要,最終期能達成促進社會的人才培養和經濟效率。以統整為手段的建構課程方法,其實是一種混合性的課程,它在既有的學科取向課程框架下,為不同背景的學生提供多元化的出路,但其中最令人關注的是,學校面對種種的實施問題以及外在的影響因素時,是課程統整在實施時呈現搖擺不定的原因。
英文摘要 Since 1975, schools in Hong Kong have started developing integrated curriculum. In 1990, Hong Kong has also developed various forms of school-based integrated curriculum. The “Liberal Studies” which firstly started in 2009 and supported by the central government policy in the large-scale secondary school curriculum reform since 2001, is an example of how curriculum integration has been used as the design concept in Hong Kong curriculum reform. Curriculum integration is used, however, only as an implementation strategy rather than the concept base of curriculum integration itself. The aim of such strategic adoption of curriculum integration intends to release the pressure of the gradually swollen curriculum, plus attend to classroom teaching and learning needs. The ultimate aim of adopting curriculum integration is to match the orientation of the large-scale curriculum reform, that is, attend to the socio-economic needs of the society as a whole rather for the curriculum integration rationale itself. The use of curriculum integration as a strategy in the curriculum design is hybrid in nature, which tries to accommodate student diversity and simultaneously retains its academic-oriented nature. It has, nevertheless, caused the school implementation problem, plus external factors which all contribute to the swing of pendulum in the implementation of curriculum integration in Hong Kong.
頁次 055-072
關鍵詞 課程統整 課程變革 學校實施 curriculum integration curriculum reform school implementation
卷期 316
日期 202008
刊名 教育研究月刊
出版單位 高等教育文化事業有限公司
DOI 10.3966/168063602020080316004