| dc.contributor | 教育系 | |
| dc.creator (作者) | 陳美如;郭昭佑 | zh_TW |
| dc.creator (作者) | Guo, Chao Yu | |
| dc.date (日期) | 2002.08 | |
| dc.date.accessioned | 21-Sep-2015 11:49:01 (UTC+8) | - |
| dc.date.available | 21-Sep-2015 11:49:01 (UTC+8) | - |
| dc.date.issued (上傳時間) | 21-Sep-2015 11:49:01 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/78582 | - |
| dc.description.abstract (摘要) | 學校本位課程是臺灣面對21世紀課程改革的核心，但課程在發展中需要有評鑑的機制，幫助學校進行課程的改進。然而，截至目前為止，學校本位課程評鑑的研究呈現許多概念性的說法，但實際上學校如何落實，卻始終是一個黑箱。為此，研究者深入一所學校進行八個月的合作行動研究，過程中，我們從課程評鑑的專業研討開始，建立課程評鑑的指標、工具、實地進行評鑑，並從評鑑回饋中研擬改進策略。期望能協助學校透過評鑑改進課程發展過程的相關問題，並建立學校本位課程評鑑的參考模式，供有意於從事課程評鑑的學校參考。 | |
| dc.description.abstract (摘要) | School-based curriculum is the core of Taiwan’s curriculum reform in the 21st century. In the process of curriculum development， we need to make use of curriculum evaluation to help schools improve their curriculum. In the past， there were many papers providing conceptual interpretations for school-based curriculum evaluation， but the actual steps of implementation remained unknown.This research has been conducted in a school for eights months. It made the process of curriculum evaluation become concrete， and by using school-based curriculum evaluation， helped to understand the problems and flaws of current school curriculum projects and suggest ways to improve them. | |
| dc.format.extent | 175 bytes | - |
| dc.format.extent | 345 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 教育與心理研究, 25(2), 307-339 | |
| dc.subject (關鍵詞) | 課程評鑑 ; 評鑑指標 ; 學校本位課程 | |
| dc.subject (關鍵詞) | Curriculum evaluation ; Evaluation indicators ; School-based curriculum | |
| dc.title (題名) | 學校本位課程評鑑之實徵研究--以楊明國小為例 | zh_TW |
| dc.title.alternative (其他題名) | Research on School-Based Curriculum Evaluation: An Example of Yung Ming Elementary School | |
| dc.type (資料類型) | article | en |
