建構生活課程發展評鑑指標—精釋研究法在指標建構上的應用

Abstract

生活課程是本次課程改革的重要發展，為了使學校教師在評鑑生活課程時有所依循，本研究旨在建構生活課程發展評鑑指標。基於生活課程的初探性，及宜由熟悉生活課程的學者專家群及第一線的專家教師群共同參與，本研究嘗試採用精釋研究法建構指標，以反映專家所關心的指標向度，研究結果依循課程發展的設計、實施及成果等三個階段建構三十個指標，同時決定重要指標，並評析其適用性，以提供發展生活課程的教師參考。

The life curriculum is a critical stage of development in current curriculum reform. In order to provide references for school’s teachers in evaluation, this study aims at constructing the indicators used to evaluate the development of the life curriculum. Owing to the initial exploration and the participation of college specialists and school expects, the researcher adopted the Hermeneutic method to construct evaluation indicators of the life curriculum by reflecting expert’s opinions on those indicators. The researcher has developed 30 indicators based upon three stages of curriculum development including design, implement and outcome. In addition, the researcher further examined the application of these indicators to the life curriculum.

生活課程是本次課程改革的重要發展，為了使學校教師在評鑑生活課程時有所依循，本研究旨在建構生活課程發展評鑑指標。基於生活課程的初探性，及宜由熟悉生活課程的學者專家群及第一線的專家教師群共同參與，本研究嘗試採用精釋研究法建構指標，以反映專家所關心的指標向度，研究結果依循課程發展的設計、實施及成果等三個階段建構三十個指標，同時決定重要指標，並評析其適用性，以提供發展生活課程的教師參考。 The life curriculum is a critical stage of development in current curriculum reform. In order to provide references for school’s teachers in evaluation, this study aims at constructing the indicators used to evaluate the development of the life curriculum. Owing to the initial exploration and the participation of college specialists and school expects, the researcher adopted the Hermeneutic method to construct evaluation indicators of the life curriculum by reflecting expert’s opinions on those indicators. The researcher has developed 30 indicators based upon three stages of curriculum development including design, implement and outcome. In addition, the researcher further examined the application of these indicators to the life curriculum.