知識結構、同儕提問與交互對話之整合課程 模式對師資生課程學習之探究.

陳沛嵐

The aim of this article attempts to develop a model of curriculum design, structure-inquiry-dialogue model, which combines knowledge structure, peer inquiry, and dialogue to explore its effect on pre-service teachers' curriculum learning. Participants in this study were 20 pre-service teachers enrolled in teacher education program and took the course of curriculum development and design in one semester. The instrument consisted of three parts: a curriculum knowledge test, a curriculum learning questionnaire and curriculum reflections. Results showed three major findings. First, for concepts of curriculum, preservice teachers' curriculum knowledge increased significantly after taking the course. Second, in terms of inquiry in the courses, pre-service teachers enhanced their familiarity of inquiry and benefited from inquiry. Finally, for dialogue in the courses, pre-service teachers revealed their benefits from dialogue. These preliminary research findings have implications for the further curriculum and study.

Journal of Curriculum Studies / Kecheng Yanjiu, 2016, Vol 11, Issue 2, p47

1816-5338

Academic Journal

10.3966/181653382016091102003