Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/116940


Title: Experimentation and Innovation for the 12-Year Basic Education
實驗創新與十二年國民基本教育
Authors: 詹志禹
Contributors: 教育系
Keywords: experimental education;educational innovation;12-year basic education;national curriculum;non-traditional schools
實驗教育;教育創新;十二年國教;課程綱要;非傳統教育
Date: 2017-10
Issue Date: 2018-04-24 14:17:20 (UTC+8)
Abstract: Experimentation and innovation in education have been promoted in Taiwan for just a short period of time. However, the expectation from the general public has been growing since "Three Acts for Experimental Education" was passed and the new curriculum standard of the 12-year basic education was prepared. This paper analyzed the meaning and connation of educational experimentation and innovation, and summarized eight features: problem awareness, theoretical ideas, non-mainstream, uncertainty, courage to take a reasonable risk, planned action, multi-evidence-based evaluation, and accordance with professional ethics. The question about why education can be experimented is justified by John Dewey's experimentalism, which maintains that no truth or value is eternal and that both educational ideas and scientific methods are subject to re-inspection. In Dewey's belief, educational experimentation can solve problems, investigate ideas, and pursue progress. Such kind of experimental process would lead to reconstruction of learning experiences and co-construction of democratic society. This paper also described the expectation and flexible framework within the new curriculum for the 12-year basic education. Finally, ten innovative directions emerging from Taiwan's education and five types of educational innovation existing in other countries were proposed for consideration by those who will try out experimentation and innovation for the 12-year basic education. In conclusion, every kind of educational experimentation or innovation is not only responding to the needs of local society and environment but also trying to solve the new problems from the new age.
本文首先分析實驗創新的意義與內涵,整理出教育上的實驗創新之八大特徵:問題意識、理念基礎、非主流、不確定性、合理冒險的勇氣、有規劃的行動、以多元證據為本的評估和合於專業的倫理。其次,根據杜威的實驗主義去進一步論述為什麼教育可以實驗;杜威認為世間沒有永恆的真理與價值,教育實驗可以採用科學方法來解決問題、檢視理念和追求進步,有助於學習經驗的重建和民主社會的共構。然後,本文指出十二年國教新課綱的彈性架構以及對於實驗創新的期待。最後,本文整理國內十種以及國外五種實驗創新的方向,以供想要推動十二年國教或申請實驗教育者參考。總結來看,每一種實驗創新都在回應當地社會與環境的需求,都在解決新時代所帶來的新問題。
Relation: 課程與教學季刊, 20(4), 1-23
Data Type: article
Appears in Collections:[教育學系] 期刊論文

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