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|Other Titles:||Constructing and Justifying the System-fractal Model for Curriculum Development of Integrated Curriculum: Systems Paradigm and Fractal theory Perspectives|
Fractal Theory;System-Fractal Model;Systems Paradigm;Curriculum Development of Integrated Curriculum
|Issue Date:||2016-09-29 16:57:39 (UTC+8)|
Few theoretical studies focus on "curriculum development of integrated curriculum" (CDIC), although curriculum development and integrated curriculum respectively have been regarded as imperative topics in curriculum inquiries. Based on the framework of probing CDIC from systems paradigm perspectives and the CDIC model constructed in Huang's early research, this paper aims to further justify this "CDIC system-fractal model" in the aspects of its rationale and motion from the fractal theory perspective. First, argued are the meaning, rationale, model and motion of CDIC from systems paradigm perspectives. Secondly, the CDIC system-fractal model is explored from the fractal theory perspective; analyzed are (1) the content of fractal theory, ( 2) the fractal characteristics of CDIC, (3) the relationships between "system" and "fractal," and (4) the principle for constructing a model. Thirdly, claimed and explained with six figures are the evolution and generation of the system-fractal model so as to simulate and interpret the motion of CDIC. Finally, proposed are the conclusion, and suggestions about the application of this system-fractal model.
|Relation:||國立政治大學學報, 83, 91-123|
|Appears in Collections:||[第83期] 期刊論文|
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