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|Other Titles:||The Continuous Mechanism of Curriculum Reform: Inquiring the Theory of Teachers as Evaluators|
Curriculum Evaluation;Teacher Professional Development;Curriculum Reform
|Issue Date:||2016-09-29 16:57:00 (UTC+8)|
Facing the recent nine-year consistent curriculum reform in Taiwan, some teachers are indifferent, some are hesitant, and stills others are happily devoted to it, recognizing the true significance of the reform and putting their ideals into action. During the process of carrying out their ideal curriculum, these teachers also start to reflect on their pedagogic practices: My students seem to be happy with the curriculum, but do they really learn what they should learn and gain the abilities they should have? Are my curriculum planning and teaching appropriate? Are there any problems? What are they? Do I have better strategies to solve them? After teachers become curriculum developers, they need to be self-reflective and try to learn how to progress through self-reflection. Curriculum evaluation is an important mechanism in assisting teachers in collecting information, understanding problems, planning strategies, and improving curriculum. However, the role teachers played in curriculum evaluation has been a passive and suppressed one, always being observed, evaluated, graded, and judged by the specialists and professionals. In the traditional evaluation system, teachers were just objects, not subjects, which could not fit into the current situation of education reform. On one hand, teachers should be the subjects in curriculum evaluation because they are the curriculum developers, and they are the ones who know most about the curriculum and the most qualified ones to evaluate the curriculum. On the other hand, teachers should be objects as well. With other people's opinions and feedback about their curriculum, they may understand their weakness and shortcomings to improve their curriculum. Therefore, the concept and practices of "teachers as curriculum evaluators" are useful in promoting ongoing curriculum reform. Only when curriculum evaluation becomes a part of teachers' teaching career, then the motive power generated by evaluation will last forever to give continuous impetus to curriculum reform. The purposes of this research are as follows: analyzing the relationship among teachers, curriculum and evaluation, investigating the conceptual basis of "teachers as curriculum evaluators", providing some specific suggestions about how to carry out curriculum evaluation for current and future teachers.
|Relation:||國立政治大學學報, 83, 53-90|
|Appears in Collections:||[第83期] 期刊論文|
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