參 考 書 目
一、中文部分
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王嘉陵(2001)。學校本位課程發展的歷程與困境∼一個國民小學之個案研究。國立高雄師範大學教育學系碩士論文。未出版,高雄。方德隆(1998)。課程分化與統整:九年一貫課程之理論與實際。發表於高雄市教育學會八十七學年度「教育新世代的變革與因應研討會」會議,高雄。
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林佩璇(1999)。學校本位課程個案研究:台北縣鄉土教學活動的課程發展。國立台灣師範大學教育研究所博士論文。未出版,台北。林殿傑(1999)。九年一貫新課程之政策規劃與因應策略。載於中華民國教材研究發展學會主編,邁向課程新紀元(下),394 - 419。台北:康軒出版社。
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許信雄(2000)。課程統整的意義。取自file://A:icrefer04.htm
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教育部(2000a)。國民中小學九年一貫課程暫行綱要。台北:教育部。
教育部(2000b)。國民小學九年一貫課程試辦工作輔導手冊-理念、配套措施與行政篇。台北:教育部。
教育部(2001)。國民中學九年一貫課程試辦工作輔導手冊-理念、配套措施與行政篇。台北:教育部。
游家政(1998)。 建構主義取向課程設計的評析。課程與教學,1(3),31- 46。游家政(1999a)。 再造『國民教育九年一貫課程』的圖像-課程綱要的規劃構想與可能問題。教育資料與研究,26,4 - 18。游家政(1999b)。九年一貫課程-學校課程銜接與統整的推動與落實。台灣教育,581,37 - 42。
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二、英文部分
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Akey, J.M. & Gilbert, J.C. (1990). The essential approach: An integrated curriculum model for rethinking the curriculum of the future. (ERIC Document Reproduction Service NO. ED.339519).
Almony,M.(1994). School-Based Change: Successful School Reform Cultivates a School''''s Capacity To Shape Its Own Destiny. New York & London:Teachers College, Columbia University.
Andronik,C.M. (1999). Information literacy skills grades 7-12(3rd ed.).Worthington, OH:Linworth Publishing.
Anne Burns. (1999). Collaborative action research for English language teachers, analysis action research data. Cambridge.
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